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Third World Quarterly Volume 38, 2017 - Issue 2
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Original Articles

Decolonising online development studies? Emancipatory aspirations and critical reflections – a case study

Samuel SpiegelCentre of African Studies, School of Social and Political Science, University of Edinburgh, Edinburgh, Scotland, UKCorrespondence[email protected]
,
Hazel GrayCentre of African Studies, School of Social and Political Science, University of Edinburgh, Edinburgh, Scotland, UK
,
Barbara BompaniCentre of African Studies, School of Social and Political Science, University of Edinburgh, Edinburgh, Scotland, UK
,
Kevin BardoshCentre of African Studies, School of Social and Political Science, University of Edinburgh, Edinburgh, Scotland, UK
&
James SmithCentre of African Studies, School of Social and Political Science, University of Edinburgh, Edinburgh, Scotland, UK
Pages 270-290 | Received 18 Apr 2016, Accepted 01 Nov 2016, Published online: 22 Dec 2016

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Read on this site (6)

T. A. (Mieke) Lopes Cardozo. (2023) Walking the talk: autoethnographic reflections on co-creating regenerative education within international development studies. Third World Quarterly 44:7, pages 1625-1642.
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Séverine Deneulin. (2021) Religion and development: integral ecology and the Catholic Church Amazon Synod. Third World Quarterly 42:10, pages 2282-2299.
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Anna K. Wood, Kate Symons, Jean-Benoit Falisse, Hazel Gray & Albert Mkony. (2021) Can lecture capture contribute to the development of a community of inquiry in online learning?. Distance Education 42:1, pages 126-144.
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Kamna Patel. (2020) Race and a decolonial turn in development studies. Third World Quarterly 41:9, pages 1463-1475.
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Cedric B. Mpungose. (2020) Is Moodle a Platform to Decolonise the University Curriculum? Lecturers’ Reflections. Africa Education Review 17:1, pages 100-115.
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Zunera Rana & Dirk-Jan Koch. (2020) Is it time to ‘decolonise’ the fungibility debate?. Third World Quarterly 41:1, pages 42-57.
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Articles from other publishers (10)

Mary Jane Parmentier. (2023) Cross-National Active Learning in Global Development Studies: De-Colonizing the Curriculum. Social Sciences 12:7, pages 414.
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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 22:3, pages 211-221.
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Amy North, Rosie Westerveld, Chris Yates, Ian Warwick & Elaine Chase. (2022) More than Knowledge Transfer? Alumni Perspectives on the Value of Postgraduate Study for International Development. Progress in Development Studies 22:3, pages 257-271.
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Riyad A. Shahjahan, Annabelle L. Estera, Kristen L. Surla & Kirsten T. Edwards. (2021) “Decolonizing” Curriculum and Pedagogy: A Comparative Review Across Disciplines and Global Higher Education Contexts. Review of Educational Research 92:1, pages 73-113.
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Georgia Cole. (2021) Launching the new Reviews section of Journal of Refugee Studies . Journal of Refugee Studies 34:2, pages 1277-1283.
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Emily Van Houweling. (2021) Decolonising development practice pedagogy: ways forward and persistent challenges in the synchronous online classroom. International Journal of Development Education and Global Learning 13:2.
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Nigel O. M. Brissett. (2020) Teaching like a Subaltern: Postcoloniality, Positionality, and Pedagogy in International Development and Education. Comparative Education Review 64:4, pages 577-597.
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Farhana Sultana. (2019) Decolonizing Development Education and the Pursuit of Social Justice. Human Geography 12:3, pages 31-46.
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Brian Watermeyer. 2019. The Palgrave Handbook of Disability and Citizenship in the Global South. The Palgrave Handbook of Disability and Citizenship in the Global South 67 83 .
Susan Engel & Laura Simpson Reeves. (2018) What do they need to know? Core skills for postgraduate development studies students. Asia Pacific Viewpoint 59:2, pages 212-225.
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