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Cross-National Active Learning in Global Development Studies: De-Colonizing the Curriculum

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  • Mary Jane Parmentier

    (School for the Future of Innovation in Society, Arizona State University, Tempe, AZ 85287, USA)

Abstract

De-colonizing the curriculum and active learning approaches that engage students experientially are both current themes in the teaching of International Studies and related disciplines. For the discipline of global development, both are critically needed approaches to training students who are able to work across national contexts and effectively interact with communities of different political histories and cultures. Yet neither is necessarily straightforward. This article explores two pedagogical projects that, while very different from each other, reveal commonalities through a technique of systemist notation and visualization, strengthening their contribution to cross-cultural and cross-national active learning. While online international collaborations and study abroad programs are different pedagogical contexts, they both involve significant levels of intercultural communication and knowledge exchange, neither of which is a given and requires careful course design and implementation.

Suggested Citation

  • Mary Jane Parmentier, 2023. "Cross-National Active Learning in Global Development Studies: De-Colonizing the Curriculum," Social Sciences, MDPI, vol. 12(7), pages 1-7, July.
    • Handle: RePEc:gam:jscscx:v:12:y:2023:i:7:p:414-:d:1197615
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    References listed on IDEAS

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    1. Kamna Patel, 2020. "Race and a decolonial turn in development studies," Third World Quarterly, Taylor & Francis Journals, vol. 41(9), pages 1463-1475, September.
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