Abstract
This thesis reports research into youth exchange visits to 'Third World' countries in the context of development education. The study will be used to: 1) Look at changes in the attitudes of participants as regards 'Third World' countries and black people. 2) Evaluate their effectiveness relating to criticisms levelled at visits as a whole to 'Third World' countries. 3) Explore ways in which projects with an international focus can be improved to meet these criticisms. Definitions and descriptions of development education and its related fields are given in the literature review. The methods of evaluation are described and a rationale for adopting an adjustment of the illuminative evaluation approach is given. Interviews, questionnaires, participant observation and participants diaries are the main source of data. The study was in two stages; the first focused on an outward visit of a youth group to India on which I was a leader and participant observer; the second on five groups, three visiting India, one Zimbabwe and the other Nigeria. The findings from the First Stage, which was piloted and analysed, provided the basis for the inquiries into the Second Stage. The initial focus on development education naturally broadens to include antiracism and environmental education. The intrinsic nature of other relevant areas of education is highlighted and an holistic approach to development education is recommended. The findings also point to the need for an ongoing supportive framework for participants both before and after the exchange visit. So too is the need to relate to wider community groups with similar concerns. Through these approaches criticisms levelled at exchange visits are met.