Teaching and Research as a ‘Trans-world activity’: A Decolonial Approach to Development Studies and Research

Abstract

This paper contributes to decolonial horizons that challenge development studies and research within the neoliberal academy. It relies on autoethnographic positioning analysis, and a reflective reading of Freire’s critical pedagogy, and Lugones’s theory of active subjectivity and multiple selves, to explore Hull’s proposition of teaching and research as a trans-world activity. This involves reflexivity and analytical methods that incorporate questions of self and subjectivity in teaching and research. It offers trans-world teaching and research as a (1) a playful and loving way of being in the ‘world’, (2) an inversion of research and knowledge encounters and (3) a means to facilitate a sense of becoming