The first volume of its kind, Teaching Global Development offers a unique collection of current approaches to teaching development in ways that foreground such core ethical issues. Hailing from a range of disciplines and from across the world, the contributors gathered here describe what "global development" means in their context, offer strategies for more ethical syllabi, describe innovative ways to explore equity and diversity through readings and activities, and provide detailed case studies of GDS-related programs. Throughout, these chapters showcase new and innovative approaches to service learning, lesson plans, and activities that demonstrate what critical, decolonized, DEI-sensitive knowledge actually looks like.
For its topical breadth, theoretical sophistication, and uniquely concrete examples and suggestions, this book is a must-read for scholars, instructors, and students interested in the ethics not only of global development, but also of curriculum-setting and pedagogy more broadly.
The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Indiana University and Worcester Polytechnic Institute.
Introduction: Teaching to Decolonizing Development, Elisheva Cohen, John-Michael Davis, Ruth Murumba, Mary Jane Parmentier, Marylynn Steckley, Rita Udor
Section 1: Global Experiential Learning on Campus and Beyond
Chapter 1. Global Experiential Learning: (De)Constructing Housing Justice in Tijuana, Mexico, Audrey Hudgins, Seattle University; Ernesto Aguilar-S., Fundación Esperanza de México
Chapter 2. Digesting Food Systems through Land-Based Pedagogy: Enhancing Academia with Experiential-Learning and Cultural Knowledge, Agnieszka Pawlowska-Mainville, University of Northern British Columbia
Chapter 3. Multi-Day Role Plays: Exploring Local Sovereignty in Developing Contexts, David Kupp, Wycliffe College & Humber College; Ian DeVilliers, World Vision International
Chapter 4. A Decolonial and Experiential Learning Course Design: Global Social Thought, Saleena Saleem, University of Liverpool
Section 2: Decolonization and DEI in Pedagogy
Chapter 5. Decolonizing Teaching of Development Studies through Social Learning, Charity Chisoro, Africa Centre for Evidence; Aziza Modise, Africa Centre for Evidence
Chapter 6. Conversations in Decolonizing GDS: Process, Obstacles and Opportunities, Georgina Alonso, University of Ottowa; Jess Notwell, King’s University College; Adrian Murray, University of Johannesburg
Chapter 7. The Pedagogy of Decolonial Development Futures: Building on Decolonizing Past and Present in Development Studies Teaching Praxis, Jonathan Langdon, St. Francis Xavier University; Ajay Parasram, Dalhousie University
Chapter 8. Decolonizing Knowledge Acquisition: Embedding Indigenous Practices in Class, Natalia Tereshchenko, Corvuss American Academy
Chapter 9. Conceptualizing Decolonization as an “Actionable” Framework: What’s the Syllabus Got To Do with It?, Theresa E. Cann, Teachers College Columbia University
Section 3: Critical Innovations in the Classroom
Chapter 10. Linking Theory to Practice: A Case Study from the Global South, Abdulai Adams, Simon Diedong Dombo University of Business and Integrated Development Studies; Rita Udor, Simon Diedong Dombo University of Business and Integrated Development Studies
Chapter 11. Culturally-Relevant Gender-Based Analysis (CRGBA) as a Pedagogical Tool in Global Contexts, Chloe Hamilton, Native Women’s Association of Canada and Carleton University
Chapter 12. Open Educational Resources in Global Development Studies: Promoting Equity and Representation, Courtney Kurlanska, Worcester Polytechnic Institute; Sarah Stanlick, Worcester Polytechnic Institute
Chapter 13. Using Digital Stories and Photovoice to Center Student Subjectivities in Global Development Education, Juan Carlos Jimenez, University of Toronto
Chapter 14. Building Early Foundations: Using the “Interdependence: Global Solidarity and Local Actions Toolkit” in the First-Year GDS Classroom, Julie Ficarra, Cornell University
Chapter 15. Personalizing Critical Development Studies: Using Diaries as Pedagogical Tool for Deep Reflection, Lee Rensimer, University College London; Kamna Patel, University College London
Chapter 16. Building Critical Development Research Skills through Co-Learning, Trial and Error, Roberta Hawkins, University of Guelph
Chapter 17. Let's Be Honest About Impact: Training Reflexive Researchers, Telisa Courtney, University of Alberta; John Battye, MacEwan University
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