What 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
