ABSTRACT
There is scope for connecting critical scholarly insights that have been developed over the years in critical studies, dependency and world-system theories, feminist approaches, post- and decolonial thinking, and how they are timidly entering and altering what we teach, with how our institutional setup of both research and education needs to be rethought. When the author speak of decolonizing International Development Studies, question at hand is the extent to which Development Studies is complicit, partakes in or even embodies coloniality of power. In a blogpost engaging with authors talk, former University of Sussex International Development Studies student and development worker Agnes Otzelberger put it even more poignantly: The colonial world order has never actually had the rupture it is believed to have had in the 1960s. The enormous task of decolonizing development cannot be thought of in the abstract — it is both inspired by and needs to be tailored to concrete contexts of international development teaching, research and practices.
