ABSTRACT
During the course of the 1990s, the Post-Development school emerged as an innovative though controversial approach in development studies. The article examines its critical reception in the textbooks and the extent to which its authors and arguments have become influential. It argues that the relationship between development studies and Post-Development is characterised simultaneously by (sometimes explicit, sometimes implicit) rejection and integration. Examining a number of current development studies textbooks, it illustrates the growing influence of Post-Development arguments and how they have been tacitly or consciously taken up while often rejecting Post-Development per se.
