Moving from knowledge hierarchies towards a Knowledge Exchange Partnership in development and Development Studies
Davies, J.
It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing. Abstract/SummaryWhat we teach in ‘Global North’ institutions can create the basis for authoritative knowledge in development. We might ‘decolonise our curriculum’ by adding a diversity of writers to our reading lists, but they are still our reading lists. Academics inhabit a closed space of power when designing what we teach but are not the only stakeholders in their design. This has provoked me, as the Programme Director of UoR’s BSc International Development, to ask: Do Development Studies programmes challenge current structural inequalities or reinforce them?
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