Decolonizing the Pedagogy of Development Studies in Selected Universities in the Philippines

抄録

Development studies has been critiqued for its inability to promote epistemic decolonization from Eurocentric paradigms, especially in the light of unsuccessful material decolonization in a neo-capitalist global order (Kapoor 2023) . Epistemic decolonization implies a critical departure from development's supposed Western origins and an embracing of multiple, localized, indigenous subaltern perspectives in the teaching of development studies. However, its success is tied to possibilities for material decolonization within and outside the university, thus framing education and its outcomes. We revisit the imperative to decolonize development studies by exploring the extent and ways by which the development studies programs of three selected universities in the Philippines has occurred. Findings from document analysis and key informant interviews reveal that the selected programs present a possible range of transmuted decolonizations of development studies that are able to engage in multitude and contextualized ways to the development dilemmas that the country faces.