Abstract
Abstract‘Development’ is at a crossroads, as ‘decolonising’ is the buzzword with which a growing coterie of stakeholders are attempting to grapple, including in Higher Education (HE). In this Epilogue I will briefly consider some of the epistemological challenges of how we ‘know’ development in HE, using these critiques to highlight the ontological tensions of ‘development’ in its discourse and practice. Do we as ‘development’ researchers need to reflect on our role in the persistent ahistoricity, and the resultant artificial North-South binaries, of our discipline? Are ‘development’ researchers part of the problem?
Publisher
Springer Nature Switzerland
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