Decolonising development studies: reflections on critical pedagogies in action
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Building on the author's previous arguments that beginnings and framing matter in pedagogy, this article calls for a continuation of the decolonisation project that accompanied the emergence of development studies. Both the material and the discursive sides of decolonisation need to be addressed. This means not only destabilising Eurocentric conceptual frameworks, but also actively contesting the continued colonisation and inequity in university programs and campuses. Among the pedagogic approaches suggested are the inclusion of marginalised and indigenous voices in course materials, questioning the Eurocentric norms educators and students may hold, and consciously blurring the line between activism and scholarship. Résumé Dans cet article, l'auteur développe ses positions antérieures sur l'importance de bien poser le sujet dès le début d'une activité pédagogique et soutient qu'il faut poursuivre le projet de décolonisation qui a accompagné la naissance des études du développement. L'examen des dimensions matérielles et discursives de la décolonisation implique non seulement la déstabilisation des cadres d'analyse eurocentriques, mais aussi la contestation active des rapports coloniaux et de l'iniquité encore présents dans les programmes universitaires et sur les campus. À cette fin, l'auteur propose des approches pédagogiques telles que l'inclusion, dans le matériel pédagogique, de la parole marginalisée et indigène, la remise en question des points de vue eurocentriques que les enseignants et les étudiants peuvent véhiculer et l'atténuation volontaire de la ligne de partage entre l'activisme et la recherche.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it