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Rivas, Althea Maria and Purewal, Navtej Kaur (2024) 'Disrupting the gender and development impasse in university teaching and learning spaces.' Development in Practice. pp. 1-17. (Forthcoming)

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Abstract

Gender and development (GAD) is coming under increasing scrutiny for its entanglements with hegemonic systems of governance, policy, and knowledge. This article argues that GAD programs and/or development studies programs with teaching provision on gender have not sufficiently responded to the imperatives of race and intersectionality most recently intensified by COVID-19 and the decolonising of the curriculum and Black Lives Matter movements. The article explores the ways in which GAD frameworks have resisted rather than embraced paradigmatic critiques. We argue that this resistance to the imperatives of intersectionality has resulted in a GAD impasse which is reproduced and perpetuated through pedagogy and teaching, which shapes teaching and learning spaces in the UK. Despite the potentials for teaching to question dominant paradigms and frameworks, the impasse has hindered the field of GAD from adopting an introspective, intersectional, and transformative approach.

Item Type: Journal Article
Keywords: Gender and development; GAD; intersectionality; race; pedagogy; social justice, SDG 5: gender equality; SDG 10: reduced inequalities
SOAS Departments & Centres: Departments and Subunits > Department of Development Studies
Departments and Subunits > Interdisciplinary Studies
Departments and Subunits > Interdisciplinary Studies > Centre for Gender Studies
Subjects: G Geography. Anthropology. Recreation > GN Anthropology
H Social Sciences > H Social Sciences (General)
H Social Sciences > HM Sociology
J Political Science > JA Political science (General)
H Social Sciences
ISSN: 13649213
DOI (Digital Object Identifier): https://doi.org/10.1080/09614524.2024.2332277
Date Deposited: 16 Apr 2024 12:20
URI: https://eprints.soas.ac.uk/id/eprint/41735

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