Pub Date : 2022-04-29DOI: 10.1177/14649934211055106
Ali Riza Gungen
Pramono, S. and Suzuki, Y. 2021: Growth of Islamic Banking in Indonesia: Theory and Practice. Routledge Islamic Business and Finance Series. London and New York: Routledge. xvi + 128 pp. £120.00 (cloth), £33.29 (ebook). ISBN: 9780367219475 (cloth), 9780429268946 (ebook).
Pramono, S.和Suzuki, Y. 2021:印度尼西亚伊斯兰银行的增长:理论与实践。劳特利奇伊斯兰商业和金融系列。伦敦和纽约:劳特利奇出版社。Xvi + 128页，120.00英镑(布)，33.29英镑(电子书)。ISBN: 9780367219475(布)，9780429268946(电子书)。
{"title":"Book review: Pramono, S. and Suzuki, Y. 2021: Growth of Islamic Banking in Indonesia: Theory and Practice","authors":"Ali Riza Gungen","doi":"10.1177/14649934211055106","DOIUrl":"https://doi.org/10.1177/14649934211055106","url":null,"abstract":"Pramono, S. and Suzuki, Y. 2021: Growth of Islamic Banking in Indonesia: Theory and Practice. Routledge Islamic Business and Finance Series. London and New York: Routledge. xvi + 128 pp. £120.00 (cloth), £33.29 (ebook). ISBN: 9780367219475 (cloth), 9780429268946 (ebook).","PeriodicalId":47042,"journal":{"name":"Progress in Development Studies","volume":"23 1","pages":"211 - 212"},"PeriodicalIF":1.3,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45960287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-18DOI: 10.1177/14649934221088635
Kamna Patel, A. North
We are at a moment of growing critical self-reflection in the field of development studies—heightened by debates on decolonization—that is opening up difficult conversations on teaching, learning and knowledge production for development studies education. This special issue augments these conversations and revisits development studies education within the context of the ‘neoliberal university’. It is our contention that we cannot engage with the expansive project of rethinking development studies education, without elaborating on higher education institutions (HEIs) as the site where change is mediated, managed and resourced. The articles in this volume give empirically grounded and interrelated narratives that elucidate the relationships between development studies and the neoliberal university from a range of disciplinary and geographical perspectives. They allow us to make two salient contributions, firstly, on the role of HEIs as a site of engagement and entanglement between development practice and development studies, and secondly, on the ways in which the neoliberalization of higher education shapes development studies pedagogy. It is our hope that these articles are read as a timely intervention and invitation to rethink development studies education in this context.
{"title":"An Introduction to Revisiting Development Studies Education and an Invitation to Rethink Teaching, Learning and Knowledge Production in the Neoliberal University","authors":"Kamna Patel, A. North","doi":"10.1177/14649934221088635","DOIUrl":"https://doi.org/10.1177/14649934221088635","url":null,"abstract":"We are at a moment of growing critical self-reflection in the field of development studies—heightened by debates on decolonization—that is opening up difficult conversations on teaching, learning and knowledge production for development studies education. This special issue augments these conversations and revisits development studies education within the context of the ‘neoliberal university’. It is our contention that we cannot engage with the expansive project of rethinking development studies education, without elaborating on higher education institutions (HEIs) as the site where change is mediated, managed and resourced. The articles in this volume give empirically grounded and interrelated narratives that elucidate the relationships between development studies and the neoliberal university from a range of disciplinary and geographical perspectives. They allow us to make two salient contributions, firstly, on the role of HEIs as a site of engagement and entanglement between development practice and development studies, and secondly, on the ways in which the neoliberalization of higher education shapes development studies pedagogy. It is our hope that these articles are read as a timely intervention and invitation to rethink development studies education in this context.","PeriodicalId":47042,"journal":{"name":"Progress in Development Studies","volume":"22 1","pages":"211 - 221"},"PeriodicalIF":1.3,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47710192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-10DOI: 10.1177/14649934221089071
Kamna Patel
This article unpacks how ‘development’ is represented and sold in postgraduate development studies courses at two UK universities, based on a close reading of the course’s marketing materials and interviews with professional marketing staff within the university, academic leads on development studies courses and current development studies students. It explores the effects of development representations on students and their imaginations of the discipline and the university brand. I find representations of development engender a cosmopolitan desire mainly among international students and project a cosmopolitan virtue of the university through its development activities and associations. Contrary to seeing the cosmopolitan as a progressive political concept in a time of globalisation, I contend these cosmopolitan identities are imbued with the racialised legacies of colonial power.
{"title":"Being Cosmopolitan: Marketing Development Studies in the Neoliberal University","authors":"Kamna Patel","doi":"10.1177/14649934221089071","DOIUrl":"https://doi.org/10.1177/14649934221089071","url":null,"abstract":"This article unpacks how ‘development’ is represented and sold in postgraduate development studies courses at two UK universities, based on a close reading of the course’s marketing materials and interviews with professional marketing staff within the university, academic leads on development studies courses and current development studies students. It explores the effects of development representations on students and their imaginations of the discipline and the university brand. I find representations of development engender a cosmopolitan desire mainly among international students and project a cosmopolitan virtue of the university through its development activities and associations. Contrary to seeing the cosmopolitan as a progressive political concept in a time of globalisation, I contend these cosmopolitan identities are imbued with the racialised legacies of colonial power.","PeriodicalId":47042,"journal":{"name":"Progress in Development Studies","volume":"22 1","pages":"222 - 238"},"PeriodicalIF":1.3,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41399749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-08DOI: 10.1177/14649934221089085
Lilian N. Schofield
This observation is an autoethnographic contribution to understand the epistemological complexities of being employed on a precarious contract and challenging racialized abuse in a higher education institution. I ask the following question: What does it mean for precariously employed Black staff to face and challenge racialized acts and have their expertise questioned by students? This observation draws on my experience of teaching and accompanying students on their compulsory overseas field study. A key finding is the implication that precarious employment practices perpetuate inequality in the discipline of development studies by limiting the ability of Black educators to confront or challenge abuse.
{"title":"The Workings and Effects of Precarious Employment on Black Women Educators in Development Studies: An Autoethnographic Account of an International Fieldtrip","authors":"Lilian N. Schofield","doi":"10.1177/14649934221089085","DOIUrl":"https://doi.org/10.1177/14649934221089085","url":null,"abstract":"This observation is an autoethnographic contribution to understand the epistemological complexities of being employed on a precarious contract and challenging racialized abuse in a higher education institution. I ask the following question: What does it mean for precariously employed Black staff to face and challenge racialized acts and have their expertise questioned by students? This observation draws on my experience of teaching and accompanying students on their compulsory overseas field study. A key finding is the implication that precarious employment practices perpetuate inequality in the discipline of development studies by limiting the ability of Black educators to confront or challenge abuse.","PeriodicalId":47042,"journal":{"name":"Progress in Development Studies","volume":"22 1","pages":"305 - 311"},"PeriodicalIF":1.3,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44291818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-29DOI: 10.1177/14649934221084886
A. Gilbertson, B. Arnold
India’s Right to Education Act contains a provision requiring private schools to educate underprivileged children without charging fees, hinting at a new politics of distribution akin to James Ferguson’s notion of the ‘rightful share’. Through analysis of coverage of this provision in English language newspapers, we argue that the role of the media in building legitimacy for a ‘rightful share’ is undermined: by critics’ representations of a market-based distribution of education as more just; by supporters’ use of traditional welfare language of compassion for the meritorious poor; and, by reports of implementation failures that undermine the value of social assistance. This points to the significance of universality, unconditionality and clear distributive logics to the concept of the ‘rightful share’.
{"title":"Is India’s Right to Education Act a Rightful Share? Distributive Politics, Education and the Media","authors":"A. Gilbertson, B. Arnold","doi":"10.1177/14649934221084886","DOIUrl":"https://doi.org/10.1177/14649934221084886","url":null,"abstract":"India’s Right to Education Act contains a provision requiring private schools to educate underprivileged children without charging fees, hinting at a new politics of distribution akin to James Ferguson’s notion of the ‘rightful share’. Through analysis of coverage of this provision in English language newspapers, we argue that the role of the media in building legitimacy for a ‘rightful share’ is undermined: by critics’ representations of a market-based distribution of education as more just; by supporters’ use of traditional welfare language of compassion for the meritorious poor; and, by reports of implementation failures that undermine the value of social assistance. This points to the significance of universality, unconditionality and clear distributive logics to the concept of the ‘rightful share’.","PeriodicalId":47042,"journal":{"name":"Progress in Development Studies","volume":"22 1","pages":"374 - 391"},"PeriodicalIF":1.3,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47557021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-24DOI: 10.1177/14649934221080828
D. Gasper
Critical development studies require not just a critical attitude, but also usable tools. This article suggests some forms of discourse analysis that can add substance to critical development studies’ aspirations and that can yet be learnt and used by students without specialist background. Central are tools for ‘making strange’ (defamiliarization), so that we view both texts and social realities in a fresh independent way and start to discern better their blindspots, and our own. The article presents accessible yet helpful forms of text analysis, argumentation analysis and content analysis that contribute in required processes of defamiliarization and reconstruction.
{"title":"‘Making Strange’: Discourse Analysis Tools for Teaching Critical Development Studies","authors":"D. Gasper","doi":"10.1177/14649934221080828","DOIUrl":"https://doi.org/10.1177/14649934221080828","url":null,"abstract":"Critical development studies require not just a critical attitude, but also usable tools. This article suggests some forms of discourse analysis that can add substance to critical development studies’ aspirations and that can yet be learnt and used by students without specialist background. Central are tools for ‘making strange’ (defamiliarization), so that we view both texts and social realities in a fresh independent way and start to discern better their blindspots, and our own. The article presents accessible yet helpful forms of text analysis, argumentation analysis and content analysis that contribute in required processes of defamiliarization and reconstruction.","PeriodicalId":47042,"journal":{"name":"Progress in Development Studies","volume":"22 1","pages":"288 - 304"},"PeriodicalIF":1.3,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65708393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-14DOI: 10.1177/14649934221084887
Jinwen Chen
Relationships and relational outcomes are key in international development volunteering (IDV) research, but little attention has been paid to the spaces of relationship formation. This article contributes to the literature by unpacking volunteer–local relationships using a spatial lens. It uses a case study of Singapore–Cambodia IDV projects spanning the short and long-term temporal continuum to unpack how space, time and structure influence volunteer–local relationships. It presents three distinct development spaces—structured, social and transition spaces—that shape hierarchical, reciprocal or convivial relationships. These findings highlight the role organizations play in volunteer–local relationships, and the importance of making space and time for more equitable relationships.
{"title":"Space, Time and Structure: Unpacking Relationships in International Development Volunteering","authors":"Jinwen Chen","doi":"10.1177/14649934221084887","DOIUrl":"https://doi.org/10.1177/14649934221084887","url":null,"abstract":"Relationships and relational outcomes are key in international development volunteering (IDV) research, but little attention has been paid to the spaces of relationship formation. This article contributes to the literature by unpacking volunteer–local relationships using a spatial lens. It uses a case study of Singapore–Cambodia IDV projects spanning the short and long-term temporal continuum to unpack how space, time and structure influence volunteer–local relationships. It presents three distinct development spaces—structured, social and transition spaces—that shape hierarchical, reciprocal or convivial relationships. These findings highlight the role organizations play in volunteer–local relationships, and the importance of making space and time for more equitable relationships.","PeriodicalId":47042,"journal":{"name":"Progress in Development Studies","volume":"22 1","pages":"335 - 351"},"PeriodicalIF":1.3,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42838801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-25DOI: 10.1177/14649934221076580
K. Cieslik, Dániel Margócsy
The collection, processing, storage and circulation of data are fundamental element of contemporary societies. While the positivistic literature on ‘data revolution’ finds it essential for improving development delivery, critical data studies stress the threats of datafication. In this article, we demonstrate that datafication has been happening continuously through history, driven by political and economic pressures. We use historical examples to show how resource and personal data were extracted, accumulated and commodified by colonial empires, national governments and trade organizations, and argue that similar extractive processes are a present-day threat in the Global South. We argue that the decoupling of earlier and current datafication processes obscures the underlying, complex power dynamics of datafication. Our historical perspective shows how, once aggregated, data may become imperishable and can be appropriated for problematic purposes in the long run by both public and private entities. Using historical case studies, we challenge the current regulatory approaches that view data as a commodity and frame it instead as a mobile, non-perishable, yet ideally inalienable right of people.
{"title":"Datafication, Power and Control in Development: A Historical Perspective on the Perils and Longevity of Data","authors":"K. Cieslik, Dániel Margócsy","doi":"10.1177/14649934221076580","DOIUrl":"https://doi.org/10.1177/14649934221076580","url":null,"abstract":"The collection, processing, storage and circulation of data are fundamental element of contemporary societies. While the positivistic literature on ‘data revolution’ finds it essential for improving development delivery, critical data studies stress the threats of datafication. In this article, we demonstrate that datafication has been happening continuously through history, driven by political and economic pressures. We use historical examples to show how resource and personal data were extracted, accumulated and commodified by colonial empires, national governments and trade organizations, and argue that similar extractive processes are a present-day threat in the Global South. We argue that the decoupling of earlier and current datafication processes obscures the underlying, complex power dynamics of datafication. Our historical perspective shows how, once aggregated, data may become imperishable and can be appropriated for problematic purposes in the long run by both public and private entities. Using historical case studies, we challenge the current regulatory approaches that view data as a commodity and frame it instead as a mobile, non-perishable, yet ideally inalienable right of people.","PeriodicalId":47042,"journal":{"name":"Progress in Development Studies","volume":"22 1","pages":"352 - 373"},"PeriodicalIF":1.3,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48889657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-06DOI: 10.1177/14649934221075176
M. Schmoll
Development degrees have begun experimenting with real-life consultancy projects carried out by students for external clients in the development sector. Students, concerned about their ‘employability’, flock to these programmes due to their promises of hands-on, professionalizing experience. Surprisingly, these developments have not yet triggered a major reflection on what this teaching device means for the way our students are educated. I address this gap by critically examining their functioning, the different actors and their motivations and incentives. I argue that the introduction of development organizations into the teaching relationship challenges three core academic principles: scientificity, fairness and ethics. Drawing on my experience of managing a consultancy project module, I discuss the extent to which departments can address them.
{"title":"Training for the Industry: Examining the Use of Real-life Consultancy Projects in Development Studies Programmes","authors":"M. Schmoll","doi":"10.1177/14649934221075176","DOIUrl":"https://doi.org/10.1177/14649934221075176","url":null,"abstract":"Development degrees have begun experimenting with real-life consultancy projects carried out by students for external clients in the development sector. Students, concerned about their ‘employability’, flock to these programmes due to their promises of hands-on, professionalizing experience. Surprisingly, these developments have not yet triggered a major reflection on what this teaching device means for the way our students are educated. I address this gap by critically examining their functioning, the different actors and their motivations and incentives. I argue that the introduction of development organizations into the teaching relationship challenges three core academic principles: scientificity, fairness and ethics. Drawing on my experience of managing a consultancy project module, I discuss the extent to which departments can address them.","PeriodicalId":47042,"journal":{"name":"Progress in Development Studies","volume":"22 1","pages":"272 - 287"},"PeriodicalIF":1.3,"publicationDate":"2022-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41738494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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