Author:
Zeweri Helena,Farmer Tessa
Abstract
AbstractIn the United States area studies programs were created to train future generations of regional experts to become policymakers or to work in humanitarian and development aid. These programmes, entangled with US imperial policy, illuminate how decolonising area studies is not solely an epistemological problem for researchers but also an ethical problem for students in higher education, especially among development majors. In this chapter, we consider pedagogical and curricular practices that could contribute to developing a decolonial approach within introductory area studies programs that are designed to support practice-based development majors. We offer approaches that can equip students with the tools to imagine alternative pathways to engage in and with the Southwest Asia and North Africa (SWANA) and South Asia regions in ways that more closely align with a decolonial praxis.
Publisher
Springer Nature Switzerland
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