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Decolonizing education in development practice : Experiences and challenges from India, Nigeria, Sweden, and the US

Houweling, Emily ; Côte, Muriel LU ; Dutta, Swarup ; Gregoratti, Catia LU ; Zikry, Donya ; Jeide-Detweiler, Nathan ; Olaniyan, Lanre and Wilsey, David (2025)
Abstract
Decolonizing development has animated conferences, grants, and programs for several years, a response to the ineffectiveness of much aid and ongoing colonial legacies. Yet, little attention has gone to the education of development practitioners and its impacts on their professional practices. We lack practical approaches for decolonizing our classrooms, especially approaches based on experiences outside of the Western world. This chapter offers some clear examples, practical guidance, and lessons learned about how to decolonize the development studies classroom. Importantly, it contributes an international perspective that compares and contrasts how five different development practice programs around the world have approached this topic.
Please use this url to cite or link to this publication:
author
; ; ; ; ; ; and
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
host publication
Transforming Education for Sustainable Development : Global Perspectives from Classroom to Practice - Global Perspectives from Classroom to Practice
editor
Galloway, Glenn ; Brown, Karen ; Carmody, Pádraig ; Rodriguez, Lucia and Swatuk, Larry A.
edition
1
pages
20 pages
publisher
Taylor & Francis/Routledge
ISBN
9781003392743
DOI
10.4324/9781003392743
language
English
LU publication?
yes
id
992babbe-5f05-46b5-bb33-5d4f188f1d83
date added to LUP
2025-08-12 09:42:07
date last changed
2025-08-14 11:21:01
@inbook{992babbe-5f05-46b5-bb33-5d4f188f1d83,
  abstract     = {{Decolonizing development has animated conferences, grants, and programs for several years, a response to the ineffectiveness of much aid and ongoing colonial legacies. Yet, little attention has gone to the education of development practitioners and its impacts on their professional practices. We lack practical approaches for decolonizing our classrooms, especially approaches based on experiences outside of the Western world. This chapter offers some clear examples, practical guidance, and lessons learned about how to decolonize the development studies classroom. Importantly, it contributes an international perspective that compares and contrasts how five different development practice programs around the world have approached this topic.}},
  author       = {{Houweling, Emily and Côte, Muriel and Dutta, Swarup and Gregoratti, Catia and Zikry, Donya and Jeide-Detweiler, Nathan and Olaniyan, Lanre and Wilsey, David}},
  booktitle    = {{Transforming Education for Sustainable Development : Global Perspectives from Classroom to Practice}},
  editor       = {{Galloway, Glenn and Brown, Karen and Carmody, Pádraig and Rodriguez, Lucia and Swatuk, Larry A.}},
  isbn         = {{9781003392743}},
  language     = {{eng}},
  publisher    = {{Taylor & Francis/Routledge}},
  title        = {{Decolonizing education in development practice : Experiences and challenges from India, Nigeria, Sweden, and the US}},
  url          = {{http://dx.doi.org/10.4324/9781003392743}},
  doi          = {{10.4324/9781003392743}},
  year         = {{2025}},
}