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Teaching development practices post‐Covid‐19: Findings from a literature review, a survey and interviews in Aotearoa New Zealand

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  • Gerard Prinsen
  • Gabriel Luke Kiddle
  • Mikaela Nyman
  • Lorena de la Torre Parra

Abstract

This article details findings from research to re‐design a postgraduate course on development practices in Development Studies in Aotearoa New Zealand, aiming to include the impact of the Covid‐19 pandemic. Reviewing literature, surveying recently graduated students and interviewing senior staff in international development organisations, five topics emerged as forces shaping development practices in a post‐covid‐19 world. Analysis suggests interviewed staff aligned with views in literature. However, comparing views of the current and next generation of development practitioners reveals quite diverging views as to what would be most important for a course on development practices.

Suggested Citation

  • Gerard Prinsen & Gabriel Luke Kiddle & Mikaela Nyman & Lorena de la Torre Parra, 2024. "Teaching development practices post‐Covid‐19: Findings from a literature review, a survey and interviews in Aotearoa New Zealand," Journal of International Development, John Wiley & Sons, Ltd., vol. 36(2), pages 973-989, March.
    • Handle: RePEc:wly:jintdv:v:36:y:2024:i:2:p:973-989
    DOI: 10.1002/jid.3856
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    References listed on IDEAS

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    1. Kamna Patel, 2020. "Race and a decolonial turn in development studies," Third World Quarterly, Taylor & Francis Journals, vol. 41(9), pages 1463-1475, September.
    2. Samuel Brazys & Arusha Cooray & Åshild Kolås & Krishna Vadlamannati, 2021. "Editorial: New conversations in development studies," Journal of International Development, John Wiley & Sons, Ltd., vol. 33(6), pages 947-952, August.
    3. Emma Mawdsley, 2019. "South–South Cooperation 3.0? Managing the consequences of success in the decade ahead," Oxford Development Studies, Taylor & Francis Journals, vol. 47(3), pages 259-274, July.
    4. Kyong-Jee Kim, 2022. "Moving forward: embracing challenges as opportunities to improve medical education in the post-COVID era," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-4, December.
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