This article reviews the literature concerning the emergence of developmental states in Africa and gives an overview of debates on the usefulness of the 'East Asian model' for sub-Saharan Africa. The conclusion highlights how historic developmental states were often the product of trial and error rather than a grand plan; the concept of a developmental state therefore often works less as a model and more as a 'buzzword' with its own uses and effects.

This paper conducts a review of the literature concerning developmental states, in order to identify gaps and suggest research questions which could be fruitful for the Effective States and Inclusive Development Research Consortium to explore, within the remit of their proposed research programme. This literature review attends to three key questions about developmental states and the answers proposed to them within the literature, namely; what worked? Why did it work? And would it work elsewhere? It also examines an emerging literature suggesting other models of a developmental state more suited to contemporary circumstances, which focus more explicitly on development as a social phenomenon rather than as a purely economic one. These are of particular interest given ESIDs focus on inclusive development.The conclusions of the paper examine some of the gaps in the literature and suggest an agenda for future research which includes addressing questions around:How does the consensus of conducting developmental roles come about -and how is it sustained? Patrimonialism, personal rule, development and stability Role of education, especially higher/further education Importance of rural/agriculture policies

Teaching Africa within international relations (IR) carries a responsibility to engage students with the power relations that dominate Africa's global position and 'western' knowledge of the continent. The key contribution of this article is to highlight the significance of difference and power relations not only when these are manifested in the identities present within the classroom but also just as importantly when they are not. The article argues that positionality and representations profoundly shape engagement with Africa. Who is in the classroom particularly matters when teaching material embedded in ongoing colonial relations. Disrupting students' assumptions, such as their alignment with Western actors who will 'solve' Africa's problems, may therefore involve disempowering them. By doing so, it is possible to potentially establish more productive starting points for learning about Africa within IR.

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