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Toward Decolonizing Development Education: Study Tours as Embodied, Reflexive, and Mud-up

Author

Listed:
  • Yaso Nadarajah

    (School of Global, Urban & Social Studies, RMIT University)

  • Glenda Mejía

    (School of Global, Urban & Social Studies, RMIT University)

  • Supriya Pattanayak

    (Chancellery, Centurion University of Technology and Management)

  • Srinivas Gomango

    (Saora Elder, Centurion University of Technology and Management)

  • D. N. Rao

    (Chancellery, Centurion University of Technology and Management)

  • Mayura Ashok

    (School of Global, Urban & Social Studies, RMIT University)

Abstract

The relevance of development studies has come under intense scrutiny with increasing calls for development education to decolonize its materials, pedagogies, and discursive practices. This article draws on a short-term study tour to India, where co-building a mud house with a tribal community and local university became a creative, intercultural site, encouraging reflexivity and learning through embodied insights. Such learnings “from†and “with†knowledges negated by Western modernity involve in essence decolonial pedagogies, enabling students to critically examine their own preconceived ideas of development, while building skills to meaningfully navigate the contested contemporary field. Study tours, we argue, have immense potential toward decolonizing development education.

Suggested Citation

  • Yaso Nadarajah & Glenda Mejía & Supriya Pattanayak & Srinivas Gomango & D. N. Rao & Mayura Ashok, 2022. "Toward Decolonizing Development Education: Study Tours as Embodied, Reflexive, and Mud-up," Journal of Developing Societies, , vol. 38(1), pages 81-102, March.
    • Handle: RePEc:sae:jodeso:v:38:y:2022:i:1:p:81-102
    DOI: 10.1177/0169796X211065345
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