The first volume of its kind, Teaching Global Development offers a unique collection of current approaches to teaching development in ways that foreground such core ethical issues. Hailing from a range of disciplines and from across the world, the contributors gathered here describe what "global development" means in their context, offer strategies for more ethical syllabi, describe innovative ways to explore equity and diversity through readings and activities, and provide detailed case studies of GDS-related programs. Throughout, these chapters showcase new and innovative approaches to…mehr
The first volume of its kind, Teaching Global Development offers a unique collection of current approaches to teaching development in ways that foreground such core ethical issues. Hailing from a range of disciplines and from across the world, the contributors gathered here describe what "global development" means in their context, offer strategies for more ethical syllabi, describe innovative ways to explore equity and diversity through readings and activities, and provide detailed case studies of GDS-related programs. Throughout, these chapters showcase new and innovative approaches to service learning, lesson plans, and activities that demonstrate what critical, decolonized, DEI-sensitive knowledge actually looks like. For its topical breadth, theoretical sophistication, and uniquely concrete examples and suggestions, this book is a must-read for scholars, instructors, and students interested in the ethics not only of global development, but also of curriculum-setting and pedagogy more broadly. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Indiana University and Worcester Polytechnic Institute.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Elisheva Cohen is Director of International Education Programs at the Hamilton Lugar School for Global and International Studies at Indiana University, USA. She holds a PhD in International Development and Education from the University of Minnesota. For two years, she convened an international conference on pedagogy in international development studies. John-Michael Davis is an Assistant Teaching Professor in the Department of Integrated and Global Studies at Worcester Polytechnic Institute, USA. He co-directs the Puerto Rico Project Center where he builds relationships with Puerto Rican organizations to facilitate reciprocal and impactful project-based learning opportunities for students. Ruth Murumba holds an MA in Development Studies from the University of Glasgow and is a PhD candidate who studied development studies at Moi University in Kenya (graduation expected in December 2022). Her research focuses on the social sustainability of development projects in informal settlements in Nairobi, Kenya. She has over ten years of experience teaching international development studies. Mary Jane Parmentier is a Clinical Professor at Arizona State University, USA, in the School for the Future of Innovation in Society and the College of Global Futures. For over 20 years she has published research on innovative pedagogy for teaching global development studies in the classroom, online, and in the field. Marylynn Steckley is an Assistant Professor in Global and International Studies at Carleton University, Canada. Dr. Steckley is deeply interested in pedagogical innovations in virtual international experiential learning to enhance inclusive learning opportunities for students. Rita Udor is a lecturer at Simon Diedong Dombo University of Business and Integrated Development Studies, Ghana, and is affiliated with the Department of Development Studies. She teaches gender and development, community mobilization and development, population and development among others courses.
Inhaltsangabe
Introduction: Teaching to Decolonizing Development, Elisheva Cohen, John-Michael Davis, Ruth Murumba, Mary Jane Parmentier, Marylynn Steckley, Rita Udor Section 1: Global Experiential Learning on Campus and Beyond Chapter 1. Global Experiential Learning: (De)Constructing Housing Justice in Tijuana, Mexico, Audrey Hudgins, Seattle University; Ernesto Aguilar-S., Fundación Esperanza de México Chapter 2. Digesting Food Systems through Land-Based Pedagogy: Enhancing Academia with Experiential-Learning and Cultural Knowledge, Agnieszka Pawlowska-Mainville, University of Northern British Columbia Chapter 3. Multi-Day Role Plays: Exploring Local Sovereignty in Developing Contexts, David Kupp, Wycliffe College & Humber College; Ian DeVilliers, World Vision International Chapter 4. A Decolonial and Experiential Learning Course Design: Global Social Thought, Saleena Saleem, University of Liverpool Section 2: Decolonization and DEI in Pedagogy Chapter 5. Decolonizing Teaching of Development Studies through Social Learning, Charity Chisoro, Africa Centre for Evidence; Aziza Modise, Africa Centre for Evidence Chapter 6. Conversations in Decolonizing GDS: Process, Obstacles and Opportunities, Georgina Alonso, University of Ottowa; Jess Notwell, King's University College; Adrian Murray, University of Johannesburg Chapter 7. The Pedagogy of Decolonial Development Futures: Building on Decolonizing Past and Present in Development Studies Teaching Praxis, Jonathan Langdon, St. Francis Xavier University; Ajay Parasram, Dalhousie University Chapter 8. Decolonizing Knowledge Acquisition: Embedding Indigenous Practices in Class, Natalia Tereshchenko, Corvuss American Academy Chapter 9. Conceptualizing Decolonization as an "Actionable" Framework: What's the Syllabus Got To Do with It?, Theresa E. Cann, Teachers College Columbia University Section 3: Critical Innovations in the Classroom Chapter 10. Linking Theory to Practice: A Case Study from the Global South, Abdulai Adams, Simon Diedong Dombo University of Business and Integrated Development Studies; Rita Udor, Simon Diedong Dombo University of Business and Integrated Development Studies Chapter 11. Culturally-Relevant Gender-Based Analysis (CRGBA) as a Pedagogical Tool in Global Contexts, Chloe Hamilton, Native Women's Association of Canada and Carleton University Chapter 12. Open Educational Resources in Global Development Studies: Promoting Equity and Representation, Courtney Kurlanska, Worcester Polytechnic Institute; Sarah Stanlick, Worcester Polytechnic Institute Chapter 13. Using Digital Stories and Photovoice to Center Student Subjectivities in Global Development Education, Juan Carlos Jimenez, University of Toronto Chapter 14. Building Early Foundations: Using the "Interdependence: Global Solidarity and Local Actions Toolkit" in the First-Year GDS Classroom, Julie Ficarra, Cornell University Chapter 15. Personalizing Critical Development Studies: Using Diaries as Pedagogical Tool for Deep Reflection, Lee Rensimer, University College London; Kamna Patel, University College London Chapter 16. Building Critical Development Research Skills through Co-Learning, Trial and Error, Roberta Hawkins, University of Guelph Chapter 17. Let's Be Honest About Impact: Training Reflexive Researchers, Telisa Courtney, University of Alberta; John Battye, MacEwan University
Introduction: Teaching to Decolonizing Development, Elisheva Cohen, John-Michael Davis, Ruth Murumba, Mary Jane Parmentier, Marylynn Steckley, Rita Udor Section 1: Global Experiential Learning on Campus and Beyond Chapter 1. Global Experiential Learning: (De)Constructing Housing Justice in Tijuana, Mexico, Audrey Hudgins, Seattle University; Ernesto Aguilar-S., Fundación Esperanza de México Chapter 2. Digesting Food Systems through Land-Based Pedagogy: Enhancing Academia with Experiential-Learning and Cultural Knowledge, Agnieszka Pawlowska-Mainville, University of Northern British Columbia Chapter 3. Multi-Day Role Plays: Exploring Local Sovereignty in Developing Contexts, David Kupp, Wycliffe College & Humber College; Ian DeVilliers, World Vision International Chapter 4. A Decolonial and Experiential Learning Course Design: Global Social Thought, Saleena Saleem, University of Liverpool Section 2: Decolonization and DEI in Pedagogy Chapter 5. Decolonizing Teaching of Development Studies through Social Learning, Charity Chisoro, Africa Centre for Evidence; Aziza Modise, Africa Centre for Evidence Chapter 6. Conversations in Decolonizing GDS: Process, Obstacles and Opportunities, Georgina Alonso, University of Ottowa; Jess Notwell, King's University College; Adrian Murray, University of Johannesburg Chapter 7. The Pedagogy of Decolonial Development Futures: Building on Decolonizing Past and Present in Development Studies Teaching Praxis, Jonathan Langdon, St. Francis Xavier University; Ajay Parasram, Dalhousie University Chapter 8. Decolonizing Knowledge Acquisition: Embedding Indigenous Practices in Class, Natalia Tereshchenko, Corvuss American Academy Chapter 9. Conceptualizing Decolonization as an "Actionable" Framework: What's the Syllabus Got To Do with It?, Theresa E. Cann, Teachers College Columbia University Section 3: Critical Innovations in the Classroom Chapter 10. Linking Theory to Practice: A Case Study from the Global South, Abdulai Adams, Simon Diedong Dombo University of Business and Integrated Development Studies; Rita Udor, Simon Diedong Dombo University of Business and Integrated Development Studies Chapter 11. Culturally-Relevant Gender-Based Analysis (CRGBA) as a Pedagogical Tool in Global Contexts, Chloe Hamilton, Native Women's Association of Canada and Carleton University Chapter 12. Open Educational Resources in Global Development Studies: Promoting Equity and Representation, Courtney Kurlanska, Worcester Polytechnic Institute; Sarah Stanlick, Worcester Polytechnic Institute Chapter 13. Using Digital Stories and Photovoice to Center Student Subjectivities in Global Development Education, Juan Carlos Jimenez, University of Toronto Chapter 14. Building Early Foundations: Using the "Interdependence: Global Solidarity and Local Actions Toolkit" in the First-Year GDS Classroom, Julie Ficarra, Cornell University Chapter 15. Personalizing Critical Development Studies: Using Diaries as Pedagogical Tool for Deep Reflection, Lee Rensimer, University College London; Kamna Patel, University College London Chapter 16. Building Critical Development Research Skills through Co-Learning, Trial and Error, Roberta Hawkins, University of Guelph Chapter 17. Let's Be Honest About Impact: Training Reflexive Researchers, Telisa Courtney, University of Alberta; John Battye, MacEwan University
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