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Race and a decolonial turn in development studies

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  • Kamna Patel

Abstract

This paper reviews and revives a longstanding conversation about race and development studies, which was prominently explored in a collection of papers on race and racism in the journal Progress in Development Studies back in 2006. This revival is timely in the context of a global call to decolonise higher education. Given the central logic of race and racism in European colonialism, and the decolonial argument that colonialism continues in the production and value of knowledge, I examine the presence and absence of race and racism in discussions of decolonising higher education and in development studies. Through a systematic review and content analysis of papers published in six major development studies journals over the past 13 years, I identify where and how race is present in current development scholarship and explore the implications of this for a decolonial turn in development studies.

Suggested Citation

  • Kamna Patel, 2020. "Race and a decolonial turn in development studies," Third World Quarterly, Taylor & Francis Journals, vol. 41(9), pages 1463-1475, September.
    • Handle: RePEc:taf:ctwqxx:v:41:y:2020:i:9:p:1463-1475
    DOI: 10.1080/01436597.2020.1784001
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    Cited by:

    1. 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.
    2. Andy Sumner, 2024. "Unity in Diversity? Reflections on Development Studies in the Mid-2020s," The European Journal of Development Research, Palgrave Macmillan;European Association of Development Research and Training Institutes (EADI), vol. 36(5), pages 1280-1298, October.
    3. Palash Kamruzzaman & Emmanuel Kumi, 2023. "Why national development experts are not included in development policy‐making and practice: The case of Ghana," Development Policy Review, Overseas Development Institute, vol. 41(2), March.
    4. Gerard Prinsen & Gabriel Luke Kiddle & Mikaela Nyman & Lorena de la Torre Parra, 2024. "Teaching development practices post‐Covid‐19: Findings from a literature review, a survey and interviews in Aotearoa New Zealand," Journal of International Development, John Wiley & Sons, Ltd., vol. 36(2), pages 973-989, March.
    5. 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.

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