This article makes a critique of using Post-Development as a tool in teaching an introductory course in development studies. Such a debate was initiated by Harcourt in a previous issue of Third World Quarterly as she reflected on her teaching experience in a European Institution. Harcourt concludes that the lack of engagement of some of the students in the course reflects the unwillingness of privileged middle-class pupils to challenge western lifestyles. I draw on a critical realist meta-theory about the process of learning in higher education to challenge the ontological support of that conclusion and invite her to reconsider her teaching strategy.

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Third World Quarterly: journal of emerging areas
Erasmus University Rotterdam

Parra Heredia, J. (2018). People, personal projects and the challenging of social structures: a contribution to the reflection on the challenges of teaching development studies. Third World Quarterly: journal of emerging areas, 1–15. doi:10.1080/01436597.2018.1460594