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Centring intersectionality and decolonisation in an online undergraduate gender and development course in Canada

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  • Geetanjali Gill

Abstract

Despite the growing acknowledgement by development academics and educators of the need to decolonise the study and teaching of development, and to apply an intersectional gender lens to development issues, there has been little discussion and few examples of how this can be achieved in an online undergraduate gender and development (GAD) course. A scan of undergraduate GAD course syllabi from Canadian universities revealed an absence of intersectionality and decolonisation as concepts and approaches, minimal linkages between GAD theory and practice, and an uncritical focus on the UN Sustainable Development Goals (SDGs). In this practice note, I share several approaches to centre intersectionality, promote critical and decolonial perspectives, and bridge theory and practice in a newly created online course at the University of the Fraser Valley, BC, Canada. Drawing upon themes that emerged in online discussion posts and course evaluations, I also discuss students’ views.

Suggested Citation

  • Geetanjali Gill, 2024. "Centring intersectionality and decolonisation in an online undergraduate gender and development course in Canada," Development in Practice, Taylor & Francis Journals, vol. 34(7), pages 918-924, October.
    • Handle: RePEc:taf:cdipxx:v:34:y:2024:i:7:p:918-924
    DOI: 10.1080/09614524.2024.2332261
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