ABSTRACT
Drawing on Tuck and Yang’s (2012) powerful critique of the ease with which fields and disciplines including development studies adopt the language of decolonization, Bernard Kelly-Edwards, Kevin Gavi Duncan and Paul Hodge attempt to work with the tensions raised by Tuck and Yang (2012) as they reflect on their teaching practice in settler-colonial Australia. Centring the difficult reality of teaching predominantly non-Indigenous undergraduate students a development studies course on unceded lands, the authors reflect on two custodian-led pedagogies; a yarning circle workshop and fieldtrip, to explore what these more-than-human, more-than-rational learning experiences provoke for students. The chapter highlights moments of tension and discomfort, but also times of connection and attentiveness, as these future development practitioners ponder questions of colonialism, complicity, positionality and responsibility.
