Teaching about development in a post-development society: the case of geography

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Teaching about development in a post-development society: the case of geography

Standish, A; (2018) Teaching about development in a post-development society: the case of geography. International Research in Geographical and Environmental Education , 27 (3) pp. 199-215. 10.1080/10382046.2017.1367539. Green open access

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Abstract

This article charts social and economic transformation in the developing world over recent decades by drawing on a number of different secondary data sources. I propose that this rapid change means that we need to re-think the teaching of development in the curriculum to move beyond a polarised view of developed versus developing. The article explores how the geography curriculum in England has been slow to capture this transformation due to the internalisation of post-development thought (the narrowing of notions of progress and human agency). Fears about environmental, social and moral limits have led to a prevailing standpoint that is sceptical of economic growth and large-scale development, and elevates consumption over the productive sphere. This standpoint is reflected in alternative theories of post-development and sustainable development which favour development that is small-scale, local and environmentally benign, all of which are embedded in the English geography curriculum. A case is made for re-claiming the meaning of development, necessitating an open exploration of how lives are being improved and cultural capital advanced as developing countries expand their productive potential and diversify their economies.

Type:	Article
Title:	Teaching about development in a post-development society: the case of geography
Open access status:	An open access version is available from UCL Discovery
DOI:	10.1080/10382046.2017.1367539
Publisher version:	http://doi.org/10.1080/10382046.2017.1367539
Language:	English
Additional information:	This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords:	Geography, post-development, curriculum, developing countries, transformation, economic growth
UCL classification:	UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI:	https://discovery.ucl.ac.uk/id/eprint/1575043