Disrupting the gender and development impasse in university teaching and learning spaces

Rivas, Althea Maria; Purewal, Navtej Kaur

Abstract

Gender and development (GAD) is coming under increasing scrutiny for its entanglements with hegemonic systems of governance, policy, and knowledge. This article argues that GAD programs and/or development studies programs with teaching provision on gender have not sufficiently responded to the imperatives of race and intersectionality most recently intensified by COVID-19 and the decolonising of the curriculum and Black Lives Matter movements. The article explores the ways in which GAD frameworks have resisted rather than embraced paradigmatic critiques. We argue that this resistance to the imperatives of intersectionality has resulted in a GAD impasse which is reproduced and perpetuated through pedagogy and teaching, which shapes teaching and learning spaces in the UK. Despite the potentials for teaching to question dominant paradigms and frameworks, the impasse has hindered the field of GAD from adopting an introspective, intersectional, and transformative approach.

Citation

Rivas, A. M., & Purewal, N. K. (2024). Disrupting the gender and development impasse in university teaching and learning spaces. Development in Practice, 34(7), 893-909. https://doi.org/10.1080/09614524.2024.2332277

• Journal Article Type: Article
• Acceptance Date: Mar 13, 2024
• Online Publication Date: Apr 8, 2024
• Publication Date: Apr 8, 2024
• Deposit Date: Apr 16, 2024
• Publicly Available Date: Apr 16, 2024
• Journal: Development in Practice
• Print ISSN: 0961-4524
• Electronic ISSN: 1364-9213
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 34
• Issue: 7
• Pages: 893-909
• DOI: https://doi.org/10.1080/09614524.2024.2332277
• Keywords: Gender and development; GAD; intersectionality; race; pedagogy; social justice, SDG 5: gender equality; SDG 10: reduced inequalities
• Publisher URL: https://www.tandfonline.com/doi/full/10.1080/09614524.2024.2332277