This thesis examines the relationship between campaigning, activism and development education in Ireland using Participatory Action Research (PAR) as its research method. It examines the establishment of The Palestine Education Initiative, formerly the education sector of the Ireland Palestine Solidarity Campaign, as a case study of development education in a politicised and activist context. My role as an activist and co-director of The Palestine Education Initiative allowed me to carry out insider research using PAR, to learn from and affect change based on my findings. The parameters of my research have changed throughout this process due to the organic nature of the project development. It was sometimes necessary to adapt my approach as a researcher and approach as an educator in line with new developments. The duality of my roles in this process was generally beneficial and is explored as a core element of this thesis. It is hoped that this thesis is a practical narrative which may be applicable or useful to anyone working in the campaigning or development sectors in Ireland. Politicisation and de-politicisation when teaching about conflict issues is discussed in light of Freire's dialogical pedagogical approach. Funding requirements are discussed as part of a wider debate about the formative and structural impact of government engagement with development education. It addresses the practicalities of establishing such an initiative including: programme planning, networking, professional development and pedagogical approach, curriculum design and funding, while analysing some of the theoretical issues that underpin these processes.