Teaching Postgraduate Development Studies: Possibilities within geography

Abstract

This article outlines theoretical insights generated at the crossroads of geography and development studies, and elaborates their implications for postgraduate education. Re ecting on curriculum design and teaching experiences at one university (the University of Colorado, Boulder), the analysis focuses on the strengths of geography as a disciplinary home for postgraduate training in development studies. To this end, and based on faculty and student projects, it examines the relevance of geographic debates around space, place and scale for understanding speci c development questions. While most postgraduate education in development geography already takes account of these themes, this article aims to make explicit the intellectual rationale behind such a focus, and to provide speci c substantive strategies relevant to putting geography at the centre of postgraduate development studies education.

What do they need to know? Core skills for postgraduate development studies students

“…). This aligns with Silvey's () argument that programmes focusing on these contexts better equip graduates to engage with the increasing complexities of development. There is also a strong sense of applying knowledge and practical skills, including advanced and diverse communication skills, which indicates alignment with the growing desire – or, arguably, the need – for higher education institutions to produce employable graduates (Silvey, ).…”

“…Early reports suggest that although designed to produce an enhanced competitive positioning for our universities in a global knowledge economy, this is unlikely to happen; indeed, it is more likely to retard risk‐taking (Vidovich, ; Engel, ). On the other hand, a structured curriculum with clear learning outcomes has been demonstrated as central to quality student‐centred learning (Silvey, ; Biggs and Tang, ; Fung, ) . With massification and the new and diverse cohorts of students it brings, quality teaching and learning is vital.…”

Teaching development studies in times of change

“…There are limits to both the number of disciplines in which students can be expected to demonstrate competency, and the extent to which a coherent teaching programme can provide interdisciplinary learning alongside required forms of specialist expertise. Writing specifically on interdisciplinarity and development studies, for example, Silvey argues that ‘students cannot realistically be expected to undergo advanced training in more than one discipline’ (Silvey, : 350). While many would challenge this claim, there are undeniable tensions between balancing interdisciplinary learning with the provision of basic competencies within specific knowledge fields.…”

“…In such a context, scholars have responded by seeking to identify core competencies that cross disciplinary boundaries, and also by emphasising the valuable contributions to be made by particular disciplines. Regarding the latter, Silvey has argued the merits of ‘geographic debates around space, place and scale for understanding specific development questions’ (Silvey, : 345), while Jakimow suggests that ‘anthropological theories about learning, knowledge construction and identity formation’ offer a means to unpack development norms without reverting to unrelenting critique (Jakimow, : 42). With different academic disciplines privileging alternative forms of development knowledge and skill sets, there are clear benefits in establishing holistic, interdisciplinary programmes.…”

'Breaking Other People's Toys': Reflections on Teaching Critical Anthropology in Development Studies

“…Many of the pedagogical difficulties emerge because of the interdisciplinary nature of Development Studies. Subsequent discussions have therefore reflected on how to incorporate different disciplinary perspectives into development courses without stripping away too much of the disciplinary backgrounds needed to make debates meaningful (Silvey 2002); and how to balance a growing emphasis on case studies and problem orientated teaching with a need to offer theories however internally conflicted or critiqued they may have become (Cameron et al 1980). But while attention has been granted to the content of development courses, particularly in light of the growing professionalism of development practice (Quadir 2007), much less has been asked of the impact of interdisciplinary teaching on students themselves.…”