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An Introduction to Revisiting Development Studies Education and an Invitation to Rethink Teaching, Learning and Knowledge Production in the Neoliberal University

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  • Kamna Patel
  • Amy North

Abstract

We are at a moment of growing critical self-reflection in the field of development studies—heightened by debates on decolonization—that is opening up difficult conversations on teaching, learning and knowledge production for development studies education. This special issue augments these conversations and revisits development studies education within the context of the ‘neoliberal university’. It is our contention that we cannot engage with the expansive project of rethinking development studies education, without elaborating on higher education institutions (HEIs) as the site where change is mediated, managed and resourced. The articles in this volume give empirically grounded and interrelated narratives that elucidate the relationships between development studies and the neoliberal university from a range of disciplinary and geographical perspectives. They allow us to make two salient contributions, firstly, on the role of HEIs as a site of engagement and entanglement between development practice and development studies, and secondly, on the ways in which the neoliberalization of higher education shapes development studies pedagogy. It is our hope that these articles are read as a timely intervention and invitation to rethink development studies education in this context.

Suggested Citation

  • Kamna Patel & Amy North, 2022. "An Introduction to Revisiting Development Studies Education and an Invitation to Rethink Teaching, Learning and Knowledge Production in the Neoliberal University," Progress in Development Studies, , vol. 22(3), pages 211-221, July.
    • Handle: RePEc:sae:prodev:v:22:y:2022:i:3:p:211-221
    DOI: 10.1177/14649934221088635
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    References listed on IDEAS

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    1. Michael Woolcock, 2007. "Higher education, policy schools, and development studies: what should masters degree students be taught?," Journal of International Development, John Wiley & Sons, Ltd., vol. 19(1), pages 55-73.
    2. Samuel Spiegel & Hazel Gray & Barbara Bompani & Kevin Bardosh & James Smith, 2017. "Decolonising online development studies? Emancipatory aspirations and critical reflections – a case study," Third World Quarterly, Taylor & Francis Journals, vol. 38(2), pages 270-290, February.
    3. 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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    Cited by:

    1. Jonathan Harwood, 2023. "Reflecting Upon the Past? Development Studies’ Ambivalent Relation to History," Progress in Development Studies, , vol. 23(2), pages 203-210, April.
    2. Soyeun Kim & Muyun Wang & Jin Sato, 2023. "Development Knowledge in the Making: The Case of Japan, South Korea and China," Progress in Development Studies, , vol. 23(3), pages 275-293, July.
    3. Kamna Patel, 2022. "Being Cosmopolitan: Marketing Development Studies in the Neoliberal University," Progress in Development Studies, , vol. 22(3), pages 222-238, July.

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