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In this article, Audrey Bryan presents a selection of ongoing research that seeks to analyse how development education curricular content is communicated in recently produced textbooks designed for lower secondary students in the Republic of Ireland. Using specific examples extracted from selected texts, she demonstrates how development issues are often represented in contradictory ways. In response to these contradictions, she argues that in order to more critically engage with students in a formal educational setting, a post-colonial framework is necessary to better understand development issues and problems in a broader political economic context.