Centring intersectionality and decolonisation in an online undergraduate gender and development course in Canada
Geetanjali Gill
Development in Practice, 2024, vol. 34, issue 7, 918-924
Abstract:
Despite the growing acknowledgement by development academics and educators of the need to decolonise the study and teaching of development, and to apply an intersectional gender lens to development issues, there has been little discussion and few examples of how this can be achieved in an online undergraduate gender and development (GAD) course. A scan of undergraduate GAD course syllabi from Canadian universities revealed an absence of intersectionality and decolonisation as concepts and approaches, minimal linkages between GAD theory and practice, and an uncritical focus on the UN Sustainable Development Goals (SDGs). In this practice note, I share several approaches to centre intersectionality, promote critical and decolonial perspectives, and bridge theory and practice in a newly created online course at the University of the Fraser Valley, BC, Canada. Drawing upon themes that emerged in online discussion posts and course evaluations, I also discuss students’ views.
Date: 2024
References: Add references at CitEc
Citations:
Downloads: (external link)
http://hdl.handle.net/10.1080/09614524.2024.2332261 (text/html)
Access to full text is restricted to subscribers.
Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
HTML/Text
Persistent link: https://EconPapers.repec.org/RePEc:taf:cdipxx:v:34:y:2024:i:7:p:918-924
Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/cdip20
DOI: 10.1080/09614524.2024.2332261
Access Statistics for this article
Development in Practice is currently edited by Emily Finlay
More articles in Development in Practice from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().