Development Studies in the World System of Global Knowledge Production: A Critical Empirical Analysis

Demeter, Márton

doi:10.1177/14649934211060155

Cited by 6 publications

(2 citation statements)

References 63 publications

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“…Building on the work of Fricker (2007) Eastern Europe (Cummings & Hoebink, 2017;Patel et al, 2022) but also the failure to integrate non-Western epistemologies in curricula.…”

Section: Patin and Colleagues Give Examples Including The Devaluing Andmentioning

confidence: 99%

“…They define curricula injustice, evident in education and particularly academia, as education policies and practices which are used to ‘naturalize’ discrimination, racism, sexism, colonialism, and patriarchy by marginalizing diverse epistemologies, disciplines, theories, concepts, and experiences. In development education and research, this type of injustice is evident in the failure to publish and cite scholars from the global South and Eastern Europe (Cummings & Hoebink, 2017; Patel et al, 2022) but also the failure to integrate non‐Western epistemologies in curricula. For sustainable development, South African experience indicates that curricula need recognize the tensions between ‘development’ and ‘sustainability’, introduce congruent and enabling conceptual frameworks, and be founded on the lived experiences of learners (Kumalo, 2017).…”

Section: A Holistic Framework Of Epistemic Injusticementioning

confidence: 99%

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Doing epistemic justice in sustainable development: Applying the philosophical concept of epistemic injustice to the real world

Cummings

Dhewa

Kemboi

et al. 2023

Sustainable Development

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Originally conceptualized by the philosopher, Miranda Fricker, epistemic injustice—unfair treatment of individuals and groups in knowledge‐related and communicative practices—is increasingly being employed to delineate individual and collective injustice in healthcare, information sciences, education and sustainable development. Embedded in many other forms of social injustice and inequality, epistemic injustice is a particularly serious problem for sustainable development, undermining the global community's ability to deal with ‘wicked’ problems. Building on the more conceptually developed, philosophical framework of epistemic injustice and recent research from other fields, this article develops a holistic action‐oriented framework of epistemic justice, namely fair treatment in knowledge‐related and communicative practices, for sustainable development and beyond. It also adds to the current framework of individual and collective injustice by including a range of new insights on structural and systemic epistemic injustice, such as linguistic injustice and epistemicide.

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“…Building on the work of Fricker (2007) Eastern Europe (Cummings & Hoebink, 2017;Patel et al, 2022) but also the failure to integrate non-Western epistemologies in curricula.…”

Section: Patin and Colleagues Give Examples Including The Devaluing Andmentioning

confidence: 99%

Section: A Holistic Framework Of Epistemic Injusticementioning

confidence: 99%

Doing epistemic justice in sustainable development: Applying the philosophical concept of epistemic injustice to the real world

Cummings

Dhewa

Kemboi

et al. 2023

Sustainable Development

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Fifteen years of research on payments for ecosystem services (PES): Piercing the bubble of success as defined by a Northern-driven agenda

Kolinjivadi,

Van Hecken,

Merlet

2023

Global Environmental Change

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Is the Study of Development Humiliating or Emancipatory? The Case Against Universalising ‘Development’

Behuria

2024

Eur J Dev Res

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There are increasing calls to universalise the study of development to include the study of countries outside Asia, Africa and Latin America. This paper argues that there are reasons to be sceptical of such calls. This paper highlights that a surprising alliance has emerged between neoclassical economists (especially those who have long rallied against the need for a separate field of ‘development’ economics) and post-development scholars (who argue that the study of ‘development’ denigrates the Global South) in making the case to universalise the study of development. Global Development proponents tap into popular decolonisation narratives, which focus on the humiliating nature of ‘development’ and ignore any ‘emancipatory’ potential development may have. By only focussing on the humiliating aspects of ‘development’, the case for universalising development binds post-development scholarship and neoclassical economists in a common universalist focus on development challenges. This marginalises scholarship concerned with reducing inter-country inequalities in structural transformation and combatting dependencies between industrialised and non-industrialised countries.

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Development Studies in the World System of Global Knowledge Production: A Critical Empirical Analysis

Cited by 6 publications

References 63 publications

Doing epistemic justice in sustainable development: Applying the philosophical concept of epistemic injustice to the real world

Doing epistemic justice in sustainable development: Applying the philosophical concept of epistemic injustice to the real world

Fifteen years of research on payments for ecosystem services (PES): Piercing the bubble of success as defined by a Northern-driven agenda

Is the Study of Development Humiliating or Emancipatory? The Case Against Universalising ‘Development’

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