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Rethinking Pedagogical Design in International Development Studies to Foster Epistemic Justice

Author

Listed:
  • Mieke T.A. Lopes Cardozo

    (Mieke T.A. Lopes Cardozo is the corresponding author (t.a.lopescardozo@uva.nl) and is affiliated with the Universiteit van Amsterdam, North Holland, Netherlands.)

  • Irmak Tankurt

    (Irmak Tankurt is affiliated with Universiteit van Amsterdam, North Holland, Netherlands.)

  • Carla Diem

    (Carla Diem is affiliated with Universiteit van Amsterdam, North Holland, Netherlands.)

  • Joram Groen

    (Joram Groen is affiliated with Universiteit van Amsterdam, North Holland, Netherlands.)

  • Michaela Hordijk

    (Michaela Hordijk is affiliated with Universiteit van Amsterdam, North Holland, Netherlands.)

  • Line Kuppens

    (Line Kuppens is affiliated with Universiteit van Amsterdam, North Holland, Netherlands.)

  • Yves Van Leynseele

    (Yves Van Leynseele is affiliated with Universiteit van Amsterdam, North Holland, Netherlands.)

  • Esther Miedema

    (Esther Miedema is affiliated with Universiteit van Amsterdam, North Holland, Netherlands.)

  • Bas van den Berg

    (Bas van den Berg is affiliated with De Haagse Hogeschool kenniscentrum Mission Zero, Netherlands.)

  • Koen Wessels

    (Koen Wessels is affiliated with Universiteit van Amsterdam, North Holland, Netherlands.)

Abstract

Acknowledging the genocide and scholasticide in Gaza—and the ensuing student encampments in solidarity as a critical rupture—this article reflects on how lecturers, students and alumni within an International Development Studies (IDS) programme at a Western, internationalized university grapple with epistemic injustice, decolonial praxis and institutional complicity. Using a collaborative auto-ethnographic approach and insights from a co-created workshop, we examine how IDS’ normative commitments to justice and decolonization are strained by everyday teaching practices, university management and the emotional and political complexities of learning during interconnected polycrises. Drawing on regenerative development theory and the Three Lines of Work framework, complemented with decolonial perspectives and critical pedagogical frameworks, we explore the significance of pedagogies of discomfort, hope and entanglement in responding to the 2024 campus protests in solidarity with Palestine. We propose three key pedagogical premises—paradigm shifting for systemic change, co-creative dialogical learning cultures and the cultivation of imperturbability as a core capacity—as pathways towards more regenerative, accountable and justice-oriented learning spaces. These premises may inform the work and inquiry of development educators, students and practitioners seeking to foster epistemic justice in how, what and why we teach and learn about present and future polycrises.

Suggested Citation

  • Mieke T.A. Lopes Cardozo & Irmak Tankurt & Carla Diem & Joram Groen & Michaela Hordijk & Line Kuppens & Yves Van Leynseele & Esther Miedema & Bas van den Berg & Koen Wessels, 2025. "Rethinking Pedagogical Design in International Development Studies to Foster Epistemic Justice," Progress in Development Studies, , vol. 25(3-4), pages 194-210, July.
    • Handle: RePEc:sae:prodev:v:25:y:2025:i:3-4:p:194-210
    DOI: 10.1177/14649934261417756
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    References listed on IDEAS

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    1. Samuel Spiegel & Hazel Gray & Barbara Bompani & Kevin Bardosh & James Smith, 2017. "Decolonising online development studies? Emancipatory aspirations and critical reflections – a case study," Third World Quarterly, Taylor & Francis Journals, vol. 38(2), pages 270-290, February.
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