Learning Disobedience
Decolonizing Development Studies
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This is a book about teaching 'disobedient pedagogies' from the heart of empire. The authors show how educators, activists and students are cultivating anti-racist decolonial practices, leading with a radical call to eradicate development studies, and counterbalancing this with new projects to decolonize development, particularly in African geographies.Being intentionally disobedient in the classroom is central to decolonizing development studies. The authors ask: What does it mean to study international development today? Whose knowledge and perspectives inform international development polic...
This is a book about teaching 'disobedient pedagogies' from the heart of empire. The authors show how educators, activists and students are cultivating anti-racist decolonial practices, leading with a radical call to eradicate development studies, and counterbalancing this with new projects to decolonize development, particularly in African geographies.
Being intentionally disobedient in the classroom is central to decolonizing development studies. The authors ask: What does it mean to study international development today? Whose knowledge and perspectives inform international development policy and programming?
Building on the works of other decolonial trailblazers, the authors show how colonial legacies continue to shape the ways in which land, wellbeing, progress and development are conceived of and practiced. How do we, through our classroom and activist practices, work collaboratively to create the radical imaginaries and practical scaffolding we need for decolonizing development?
Being intentionally disobedient in the classroom is central to decolonizing development studies. The authors ask: What does it mean to study international development today? Whose knowledge and perspectives inform international development policy and programming?
Building on the works of other decolonial trailblazers, the authors show how colonial legacies continue to shape the ways in which land, wellbeing, progress and development are conceived of and practiced. How do we, through our classroom and activist practices, work collaboratively to create the radical imaginaries and practical scaffolding we need for decolonizing development?
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