Tackling issues surrounding post-development which is arguably one of the most significant debates in the field of north-south relations at the beginning of the twenty-first century. Contributors explore the possibilities and limitations of post-development theory and practice drawing on empirical studies of movements and communities in several continents.

Few books in the history of Development Studies have had an impact like The Development Dictionary - A Guide to Knowledge as Power, which was edited by Wolfgang Sachs and published by Zed Books in 1992. The Development Dictionary was crucial in establishing what has become known as the Post-Development (PD) school. This volume is devoted to the legacy of The Development Dictionary and to discussing Post-Development. This book originally published as a special issue of Third World Quarterly.

The manner in which people have been talking and writing about 'development' and the rules according to which they have done so have evolved over time. Development Discourse and Global History uses the archaeological and genealogical methods of Michel Foucault to trace the origins of development discourse back to late colonialism and notes the significant discontinuities that led to the establishment of a new discourse and its accompanying industry. This book goes on to describe the contestations, appropriations and transformations of the concept. It shows how some of the trends in development discourse since the crisis of the 1980s - the emphasis on participation and ownership, sustainable development and free markets - are incompatible with the original rules and thus lead to serious contradictions. The Eurocentric, authoritarian and depoliticizing elements in development discourse are uncovered, whilst still recognizing its progressive appropriations. The author concludes by analysing the old and new features of development discourse which can be found in the debate on Sustainable Development Goals and discussing the contribution of discourse analysis to development studies. This book is aimed at researchers and students in development studies, global history and discourse analysis as well as an interdisciplinary audience from international relations, political science, sociology, geography, anthropology, language and literary studies.

The manner in which people have been talking and writing about 'development' and the rules according to which they have done so have evolved over time. Development Discourse and Global History uses the archaeological and genealogical methods of Michel Foucault to trace the origins of development discourse back to late colonialism and notes the significant discontinuities that led to the establishment of a new discourse and its accompanying industry. This book goes on to describe the contestations, appropriations and transformations of the concept. It shows how some of the trends in development discourse since the crisis of the 1980s - the emphasis on participation and ownership, sustainable development and free markets - are incompatible with the original rules and thus lead to serious contradictions. The Eurocentric, authoritarian and depoliticizing elements in development discourse are uncovered, whilst still recognizing its progressive appropriations. The author concludes by analysing the old and new features of development discourse which can be found in the debate on Sustainable Development Goals and discussing the contribution of discourse analysis to development studies. This book is aimed at researchers and students in development studies, global history and discourse analysis as well as an interdisciplinary audience from international relations, political science, sociology, geography, anthropology, language and literary studies. The Open Access version of this book, available at http://www.taylorfrancis.com/books/9781315753782, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Few books in the history of Development Studies have had an impact like The Development Dictionary - A Guide to Knowledge as Power, which was edited by Wolfgang Sachs and published by Zed Books in 1992. The Development Dictionary was crucial in establishing what has become known as the Post-Development (PD) school. This volume is devoted to the legacy of The Development Dictionary and to discussing Post-Development. This book originally published as a special issue of Third World Quarterly.

This book provides a compendium of strategies for decolonizing global knowledge orders, research methodology and teaching in the social sciences. The volume presents recent work on epistemological critique informed by postcolonial thought, and outlines strategies for actively decolonizing social science methodology and learning/teaching environments that will be of great utility to IR and other academic fields that examine global order. The volume focuses on the decolonization of intellectual history in the social sciences, followed by contributions on social science methodology and lastly more practical suggestions for educational/didactical approaches in academic teaching. The book is not confined to the classical format of research articles but moves beyond such boundaries by bringing in spoken word and interviews with scholar-activists. Overall this volume enables researchers to practice a reflexive and situated knowledge production more suitable to confronting present-day global predicaments. The perspectives mobilise a constructive critique, but also allow for a reconstruction of methodologies and methods in ways that open up new lenses, new archives of knowledges and reconsider the who, the how and the what of the craft of social science research into global order.

Tackling issues surrounding post-development which is arguably one of the most significant debates in the field of north-south relations at the beginning of the twenty-first century. Contributors explore the possibilities and limitations of post-development theory and practice drawing on empirical studies of movements and communities in several continents.

This book provides a compendium of strategies for decolonizing global knowledge orders, research methodology and teaching in the social sciences. The volume presents recent work on epistemological critique informed by postcolonial thought, and outlines strategies for actively decolonizing social science methodology and learning/teaching environments that will be of great utility to IR and other academic fields that examine global order. The volume focuses on the decolonization of intellectual history in the social sciences, followed by contributions on social science methodology and lastly more practical suggestions for educational/didactical approaches in academic teaching. The book is not confined to the classical format of research articles but moves beyond such boundaries by bringing in spoken word and interviews with scholar-activists. Overall this volume enables researchers to practice a reflexive and situated knowledge production more suitable to confronting present-day global predicaments. The perspectives mobilise a constructive critique, but also allow for a reconstruction of methodologies and methods in ways that open up new lenses, new archives of knowledges and reconsider the who, the how and the what of the craft of social science research into global order.

How is it possible to sustainably implement the ideas of the Right Livelihood Award - also known as the "Alternative Nobel Prize" - in educational and teaching methods of learning as part of future-oriented teacher training? This book addresses this issue in the form of a combination of articles from both an academic and school-related point of view. Education researchers, subject educationalists, expert scientists and teacher trainers present exemplary formats with which prospective teachers can be qualified for the wide-ranging requirements imposed on them as part of globalization and internationalization: teachers need to perform their educational mandate in a globally networked and mobile society which is also characterized by linguistic, ethnic, religious and cultural heterogeneity. They have to illustrate the complexity of the globalization processes to their pupils and provide suitable opportunities for learning in order to deal productively with the changed future requirements. In the formats, the contents of Right Livelihood - especially questions concerning ecology, social justice and peace - are addressed in a manner that is age-appropriate and related to experience. Moreover they are dealt with in an interdisciplinary context. The objective is to jointly incorporate the subject of Global Learning as Part of Education for Sustainable Development in the teacher education course and to realize it directly at the chalk face.