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.

Critical Realism, Development studies, higher education, Post-Development, teaching and learning,
Third World Quarterly: journal of emerging areas
Erasmus University Rotterdam

Parra Heredia, J.D. (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