Teaching Global Development

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 Associate 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.

• List of ContributorsPrefaceRosalba Icaza GarzaIntroduction: The Journey Towards Teaching Global DevelopmentMarylynn Steckley, Rita Udor, Mary Jane Parmentier, Ruth Murumba, John-Michael Davis, and Elisheva CohenSection I: Decolonization in Global Development StudiesChapter 1. The Pedagogy of Decolonial Development Futures: Building on Decolonizing Past and Present in Development Studies Teaching PraxisJonathan Langdon and Ajay ParasramChapter 2: Conversations in Decolonizing GDS: Process, Obstacles and OpportunitiesGeorgina Alonso, Jess Notwell, and Adrian MurrayChapter 3: Conceptualizing Decolonization as an “Actionable” Framework: What’s the Syllabus Got to Do with It?Theresa E. CannChapter 4: A Decolonial and Experiential Learning Course Design: Global Social ThoughtSaleena SaleemSection II: Innovative Approaches to Program and Course Design in Global Development StudiesChapter 5: Designing a Pre/Post Engagement Course Series for Global Development Undergraduates Using the Interdependence: Global Solidarity and Local Actions ToolkitJulie Ficarra and Kathryn FosterChapter 6: Opening Global Development Studies: Promoting Equity and Representation through Inclusive PedagogyCourtney Kurlanska and Sarah StanlickChapter 7: Building Critical Development Research Skills Through Co-learning and PracticeRoberta HawkinsChapter 8: Teaching Food Systems through Living Heritage: Enhancing Academia with Intangible Cultural Heritage (ICH) PedagogiesAgnieszka Pawlowska-MainvilleChapter 9: Linking Theory to Practice through the Practical Training Program at the Simon Diedong Dombo University of Business and Integrated Development Studies in GhanaAbdulai Adams and Rita UdorSection III: Pedagogical Practices in the GDS ClassroomChapter 10: Personalizing Critical Development Studies: Using Diaries as Pedagogical Tool for Deep ReflectionKamna Patel and Lee RensimerChapter 11: Culturally-Relevant Gender-Based Analysis (CRGBA) as a Pedagogical Tool in Global Development Studies ContextsChloë E. Carley, Rae S. M. Vanille, and Tiffany C. E. WalshChapter 12: Photovoice as a Tool for Decolonial Pedagogy: Adapting Photovoice for Critical Self-Reflection, Re-Embodiment, and Healing in Classroom and Community SettingsJuan Carlos JimenezChapter 13: The Pedagogy of a Multi-Day Role-Play: Local Partnerships and Shifting Power in Global South CommunitiesDavid Kupp and Ian DeVilliers

This timely volume offers practical, critical insights into rethinking global development pedagogy. By centering decolonial approaches and inclusive practices, it provides valuable tools for educators seeking to engage with complexity, challenge dominant paradigms, and foster more equitable learning environments across diverse contexts. An essential resource for those committed to decolonial futures.