[PeDAGoG] teaching 'economics'

Christine Dann christine at horomaka.org
Sun Jun 26 23:47:52 CEST 2022 

This is turning into a very worthwhile 'alternatives' conversation!/
/
/
/
//I haven't seen the book by Rist which Michel refers to, but his book 
/The History of Development: From Western Origins to //Global Faith 
/(first edition 1997) was where I first encountered a critique of 
'development' as a word used to whitewash colonial capitalism. As it 
still is, alas.

I am not as sanguine as Steve and Ashish that economics as a discipline 
or body of (so-called) knowledge can ever be made fit for 
post-capitalist purposes. I just counted how many books on economics I 
have on my shelves and it came to 90 (!) The oldest one is J K 
Galbraith's /The Affluent Society /(1958) and the newest one is /Too 
Much Money/ (2021) by NZ author Max Rashbrooke. Four years ago I made a 
chronological bibliography of the critics of orthodox economics who 
propose more socially and ecologically friendly ways of managing the 
material world, from the 1950s to the 2010s. (Contact me directly if 
you'd like a copy.) It became clear from doing it that there was a big 
upswing in 'alternatives' in the 1970s, almost nothing in the 1980s and 
1990s, a few more in the 2000s, and a lot more in the 2010s. Now that we 
have reached the 50th anniversary of the/Limits to Growth /study, and 
its business-as-usual model is sadly coming to pass, I think we will see 
a lot more in this decade. They will also return to the issue of energy, 
which the 'alternative' economic thinkers of the 1970s took seriously, 
starting with Nicholas Georgescu-Roegen's /The Entropy Law and the 
Economic Process /(1971). I subscribe to the /Real-World Economic 
Review/ (http://www.paecon.net/PAEReview/) which is where a lot of 
heterodox economists publish, but most of what they write still assumes 
that 'economics' can and should be used as a tool of state management, 
which I find problematic.

Regarding the origins of the word and whether it can be rescued or 
rehabilitated, Ashish - yes, it comes from 'oikos' meaning 'home' (and 
as such is also in 'ecumenical') - but the word ecology was not created 
until 1866, and it was created by the new biological scientists who 
until then had referred to what was going on in nature as 'Nature's 
Economy'. (Read all about it in Donald Worster's 1977 classic /Nature's 
Economy The Roots of Ecology/.)

I am currently developing a concept of 'home-steadying' as an 
alternative to economics. The Earth is the only home that humans will 
ever have, and it needs to be restored to being one fit for all 
(non-humans as well) to live in. So instead of growing the economy and 
thinking that will create homes fit to live in for all, we manage our 
existing home(s) better, so that all can live well. (I can but dream...😁)

best

Christine

P.S. The origins of the word pedagog are a worry, but I think that the 
meaning of word has been changed to 'one who supports a learner' (as the 
slaves sort-of were), and now pedagogy is the 'science' of how to teach, 
and is very varied accordingly.


On 27/06/22 04:53, Michel Pimbert wrote:
>
> Dear all
>
> Thanks for this exchange.
>
> Gilbert Rist’s book provides valuable ideas for alternative economics 
> curriculum. May be helpful.
>
> See: /The Delusions of Economics The Misguided Certainties of a 
> Hazardous Science
>
> /
>
> https://blackwells.co.uk/bookshop/product/The-Delusions-of-Economics-by-Gilbert-Rist/9781848139237 
>
>
> Best wishes
>
> Michel
>
> *From: *GTA-PeDAGoG <gta-pedagog-bounces at lists.ourproject.org> on 
> behalf of "Steven J. Klees" <sklees at umd.edu>
> *Reply-To: *"PeDAGoG: Post-Development Academic-Activist Global Group" 
> <gta-pedagog at lists.ourproject.org>
> *Date: *Sunday, 26 June 2022 at 15:21
> *To: *"PeDAGoG: Post-Development Academic-Activist Global Group" 
> <gta-pedagog at lists.ourproject.org>
> *Subject: *EXTERNAL: Re: [PeDAGoG] CORE (Curriculum Open-access 
> Resources in Economics)
>
> *Caution:**Think Before You Click*
>
> This email originated from outside of Coventry University. Do not 
> click on any links or open attachments unless you recognise the sender 
> and know that the content is safe.
>
> As someone schooled in neoclassical economics, I find both its 
> neoliberal and liberal variants bankrupt.  I find alternative 
> approaches to economics most significant in what is being done in 
> economics in practice by groups like GTA and others, as I have said in 
> this blog:
>
> https://evonomics.com/klees-neoclassical-economics-failed-what-comes-next/ 
> <https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fevonomics.com%2Fklees-neoclassical-economics-failed-what-comes-next%2F&data=05%7C01%7Cab4781%40coventry.ac.uk%7Cab1d86795e704565164a08da577f2d25%7C4b18ab9a37654abeac7c0e0d398afd4f%7C0%7C0%7C637918500987234767%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=v3BwIXrWufw5XPun569SqE%2BASDpuSJP6e9KKzizcLRU%3D&reserved=0>
>
> There have been interesting attempts to break free of the neoclassical 
> straightjacket in approaches like ecological economics and feminist 
> economics, but too often they don't really break free.  However, 
> sometimes under the label "political economy" you have true 
> alternatives that start with the bankruptcy of capitalism ("political 
> economy" is also used by the right).  The World Economics Association 
> takes a "heterodox" stance (in opposition to "orthodox" economics 
> which is another term for neoclassical) and publishes a list of 
> alternative texts, some of which offer more sensible approaches to 
> economics:
>
> https://www.worldeconomicsassociation.org/textbook-commentaries/alternative-texts/ 
> <https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.worldeconomicsassociation.org%2Ftextbook-commentaries%2Falternative-texts%2F&data=05%7C01%7Cab4781%40coventry.ac.uk%7Cab1d86795e704565164a08da577f2d25%7C4b18ab9a37654abeac7c0e0d398afd4f%7C0%7C0%7C637918500987234767%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=q2z0QL3FaGC%2Fk9kfUFAcTN2gtzYeuKQUo7oHeaeOg2c%3D&reserved=0>
>
> Best,
>
> Steve
>
> On Sun, Jun 26, 2022 at 6:38 AM Ashish Kothari 
> <ashishkothari at riseup.net> wrote:
>
>     This is interesting, friends. Though, does it not depend on what
>     definition of 'economics' we are accepting as legitimate? Its
>     original meaning (from 'oikos' ... and therefore also linked to
>     ecology) is 'management of the home' ... so if ecology is put at
>     the base ('understanding the home') and we relate to the Earth our
>     home in ways that reflect a deep understanding, is that not
>     something humans have been doing forever?
>
>     So, do we accept the modernist westernised version of 'economics',
>     or the much broader, deeper meaning of it ... do we discard it
>     totally because it is badly corrupted/co-opted, or do we rescue
>     it? This relates to one of my favourite pre-occupations, of
>     understanding original meanings of words, and seeing if there is
>     subversive/revolutionary potential in rescuing them, or are they
>     so inextricably embedded in the system we are fighting against,
>     that its best to abandon them and find alternatives? An eminently
>     'pedagogical' quest, I suppose.
>
>     And in that spirit, note that the term 'pedagogy', at least
>     according to my laptop's inbuilt dictionary, comes from a v.
>     dubious origin: "late Middle English: via Latin from Greek
>     */paidagōgos/*, denoting a slave who accompanied a child to school
>     (from */pais/*, */paid- /*‘boy’ + */agōgos /*‘guide’)." I found
>     this out to my utter chagrin /after /having suggested PeDAGoG
>     (Post-Development Academic-Activist Global Group) as the acronym
>     for this network!  So in this case, its not about rescuing the
>     original meaning, but giving it a new, v. different, one! But
>     sorry, let this observation not distract from the main topic of
>     conversation here ... whether economics should or should not be in
>     curricula, and it is should, waht should be its contours/substance
>     (and /not /going further here into whether formal curricula should
>     exist in the first place :):)
>
>     ashish
>
>     New, for post-COVID dignified livelihoods in India! Vikalp Sutra
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>
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>     Ashish Kothari
>
>     Kalpavriksh
>
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>
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>
>     Pune 411004, India
>
>     Tel: 91-20-25654239; 91-20-25675450
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>
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>
>
>     On 26/06/22 2:08 pm, Aram Ziai wrote:
>
>         Dear all,
>
>         I agree and wanted to point out that Escobar has described
>         already in 95 economics as a cultural discourse imagining
>         itself to be a science... but also that the 'problem' of
>         population growth is usually focusing on poor people in the
>         South (who use far far less resources and emit far far less
>         CO2 than the global middle class) and of course on women
>         (whose right to control their body is compromised) thus has
>         racist and sexist elements.
>
>         Best
>
>         Aram
>
>         On 25.06.22 22:37, Christine Dann wrote:
>
>             Kia ora tatou
>
>             I wonder if it is possible for /any/ economics curriculum
>             to be satisfactory. In Bruno Latour's view (see the quotes
>             from/After Lockdown Metamorphosis/, 2021, below)
>             'economics'  is an invention which has been and is still
>             imposed with force. It obscures reality at best, and
>             destroys it at worst.
>
>             It was interesting to see in the philanthropy article
>             which Christian provided the link to that 'philanthropy'
>             now includes creating pro-capitalist propaganda. This
>             reinforces Latour's point that a lot of work has gone and
>             continues to go into creating the pseudo-reality of
>             'economics' and the Economy. It can be 'soft' work, like
>             the creation of 'philanthropic' propaganda; or 'hard'
>             work, like the murder of indigenous people and their
>             supporters trying to prevent further 'economic' extraction
>             of the life of their lands, and the minerals beneath them.
>
>             It is still heretical these days to say that the Economy
>             is not real, and we should focus on what is, and stop
>             aiming to grow the Economy until it has devoured the Earth
>             and all on it. It has been heretical for 50 years now,
>             since the /Limits to Growth/ report was published in 1972,
>             and a very small new party in a very small new-ish state
>             (the New Zealand Values Party) put out an election
>             manifesto with two key policies - Zero Economic Growth and
>             Zero Population Growth. I don't know of any political
>             party which has been so bold since - and you probably all
>             know the connections between economic and population
>             growth and how problematic both are these days. Also the
>             connections with fossil fuel extraction and use.
>
>             If I were a teenager today and had a choice between
>             studying economics in a classroom or learning gardening in
>             a community garden, I know what the smart choice would be.
>
>             Christine
>
>
>             p 59 “This time round, it’s not just a matter of
>             improving, changing, greening or revolutionising the
>             ‘economic’ system, but of /completely doing without the
>             Economy./”
>
>             p 60 “/Homo oeconomicus /has nothing native, natural or
>             autochthonous about him, as we’ve long known. Strictly
>             speaking, he comes from on high … /from the top down/, and
>             not at all from ordinary practical experience, /from the
>             ground up/, from the relationships that lifeforms maintain
>             with other lifeforms.”
>
>             p 60 “For the Economy to expand … as the bedrock of all
>             possible life on earth, an enormous amount of
>             infrastructure building is required to impose it as an
>             obvious fact against the dogged resistance put up by the
>             most common experience in reaction to such violent
>             colonisation.”
>
>             p 61 [Without this infrastructure] “no one would ever have
>             invented ‘individuals’ capable of a selfishness drastic
>             enough, constant enough, consistent enough to not ‘owe
>             anyone anything’ and to see all others as ‘aliens’ and all
>             life forms as ‘resources’. Beneath the evidence of a
>             native, primal Economy lie three centuries of
>             economisation….” [this preliminary embedding requires
>             extreme violence]
>
>             p 62 [In order not to stay in the economisation trap, the
>             way out proposed by Duzan Kazik] “… consists in /never
>             agreeing/ to say of any subject whatever that ‘it has an
>             economic dimension’! Bowing to that dimension … always
>             boils down to suggesting that, on the one hand, there is a
>             profound, essential, vital reality – the economic
>             situation – but that on the other hand, we could
>             nonetheless, if we had the time, take ‘other dimensions’
>             into account – social, moral, political dimensions and
>             even, why not, if there’s anything left over, an
>             ‘ecological dimension’… Well, reasoning accordingly means
>             giving the Economy a material reality it doesn’t have, and
>             lending a hand to a power that trickles down from on high.”
>
>             pp 74 - 75 “As soon as you describe a territory the right
>             way round, you feel in your bones why the Economy could
>             not be realistic or materialistic …. Embracing the Economy
>             means interrupting the resumption of interactions by
>             inventing beings who won’t have to account for themselves
>             on the pretext that they’re autonomous individuals whose
>             limits are protected by an exclusive right of ownership.”
>
>             On 25/06/22 06:21, Steven J. Klees wrote:
>
>                 Dear Christian,
>
>                 The CORE curriculum is an improvement over standard
>                 approaches in economics departments but it is
>                 fundamentally neoclassical.  It moves away from
>                 neoliberalism but is firmly ensconced in a liberal
>                 view of markets and capitalism.  Putting lipstick on a
>                 pig is, to me, an appropriate characterization.  Check
>                 out the attached New Yorker article.
>
>                 Best,
>
>                 Steve
>
>                 On Fri, Jun 24, 2022 at 12:58 PM Christian Stalberg
>                 <cstalberg at mymail.ciis.edu> wrote:
>
>                     Sharing this resource. Would love to hear
>                     reactions. My kneejerk response was that this is
>                     simply putting lipstick on a pig (the pig being
>                     the systemic structural violence of capitalism).
>
>                     https://www.core-econ.org/
>                     <https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.core-econ.org%2F&data=05%7C01%7Cab4781%40coventry.ac.uk%7Cab1d86795e704565164a08da577f2d25%7C4b18ab9a37654abeac7c0e0d398afd4f%7C0%7C0%7C637918500987390546%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=dAHH4gUxmxoGYczTgEP3IYn2TyiTbEwnHjVjOnt5LU4%3D&reserved=0>
>
>                     …oh and if you would like to know where this
>                     initiative got its start, read this
>
>                     https://www.philanthropy.com/article/thinking-anew-about-capitalism
>                     <https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.philanthropy.com%2Farticle%2Fthinking-anew-about-capitalism&data=05%7C01%7Cab4781%40coventry.ac.uk%7Cab1d86795e704565164a08da577f2d25%7C4b18ab9a37654abeac7c0e0d398afd4f%7C0%7C0%7C637918500987390546%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=JE%2FuyKQJ%2BE%2B2KDYIbcaWFt4swIcurN8Cmbe7xnj%2FUK8%3D&reserved=0>
>
>
>                     Thank you in advance for your interest and attention!
>
>                     __
>
>                     Christian Stalberg
>
>                     Doctoral Student
>
>                     Anthropology & Social Change
>
>                     CIIS, San Francisco, CA
>
>                     /"I am no longer accepting the things I cannot
>                     change. I am changing the things I cannot accept."
>                     - Angela Davis/
>
>                     /“What is it that we can do that addresses
>                     whatever the problem is, rather than what it is
>                     that we’re trying to get somebody else to do.” –
>                     Alice Lynd/
>
>                     /“It’s better to die for an idea that is going to
>                     live than to live for an idea that is going to
>                     die.” – Steve Biko/
>
>                     /“We live in capitalism, its power seems
>                     inescapable – but so did the divine right of
>                     kings.” - Ursula K. Le Guin/
>
>                     _______________________________________________
>                     GTA-PeDAGoG mailing list
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>
>                 GTA-PeDAGoG mailing list
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>                 http://lists.ourproject.org/mailman/listinfo/gta-pedagog  <https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flists.ourproject.org%2Fmailman%2Flistinfo%2Fgta-pedagog&data=05%7C01%7Cab4781%40coventry.ac.uk%7Cab1d86795e704565164a08da577f2d25%7C4b18ab9a37654abeac7c0e0d398afd4f%7C0%7C0%7C637918500987390546%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=ZOHfEwzFGeE7HRsl%2Bj3mM5kHsGcb74xIW6eLVoFPzMk%3D&reserved=0>
>
>
>
>             _______________________________________________
>
>             GTA-PeDAGoG mailing list
>
>             GTA-PeDAGoG at lists.ourproject.org
>
>             http://lists.ourproject.org/mailman/listinfo/gta-pedagog  <https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flists.ourproject.org%2Fmailman%2Flistinfo%2Fgta-pedagog&data=05%7C01%7Cab4781%40coventry.ac.uk%7Cab1d86795e704565164a08da577f2d25%7C4b18ab9a37654abeac7c0e0d398afd4f%7C0%7C0%7C637918500987390546%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=ZOHfEwzFGeE7HRsl%2Bj3mM5kHsGcb74xIW6eLVoFPzMk%3D&reserved=0>
>
>         -- 
>
>         Prof. Dr. Aram Ziai
>
>         Chair of Development and Postcolonial Studies
>
>         Executive Director Global Partnership Network
>
>         Faculty of Social Sciences
>
>         University of Kassel
>
>         Nora-Platiel-Str. 1
>
>         34109 Kassel
>
>         Germany
>
>         ++49 561 804-3023
>
>         ziai at uni-kassel.de
>
>         https://www.uni-kassel.de/fb05/en/fachgruppen/politikwissenschaft/department-for-development-and-postcolonial-studies.html  <https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.uni-kassel.de%2Ffb05%2Fen%2Ffachgruppen%2Fpolitikwissenschaft%2Fdepartment-for-development-and-postcolonial-studies.html&data=05%7C01%7Cab4781%40coventry.ac.uk%7Cab1d86795e704565164a08da577f2d25%7C4b18ab9a37654abeac7c0e0d398afd4f%7C0%7C0%7C637918500987390546%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=4dq3gyMbCp7kKgRuO1rqFOjYDEcYw6XzXXAcTdwbFXw%3D&reserved=0>
>
>         https://www.uni-kassel.de/forschung/global-partnership-network/home/  <https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.uni-kassel.de%2Fforschung%2Fglobal-partnership-network%2Fhome%2F&data=05%7C01%7Cab4781%40coventry.ac.uk%7Cab1d86795e704565164a08da577f2d25%7C4b18ab9a37654abeac7c0e0d398afd4f%7C0%7C0%7C637918500987390546%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=fWs8CSXndkoflG%2FRCYN%2FeIaK%2FOwQDPxfdiJhds4nyBI%3D&reserved=0>
>
>         New video: Post-Development - Questioning the whole paradigm.https://www.youtube.com/watch?v=xsrK-XuSZZQ  <https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DxsrK-XuSZZQ&data=05%7C01%7Cab4781%40coventry.ac.uk%7Cab1d86795e704565164a08da577f2d25%7C4b18ab9a37654abeac7c0e0d398afd4f%7C0%7C0%7C637918500987390546%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=rtOdcaXMpD7i1wqezneTcGCQESfPlzd%2FfSKum3pJN5w%3D&reserved=0>
>
>         Open access article: Neocolonialism in the global economy of the 21st century: an overview, in: Momentum Quarterly 9 (3), 128-140. Open access:https://www.momentum-quarterly.org/ojs2/index.php/momentum/article/view/3478  <https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.momentum-quarterly.org%2Fojs2%2Findex.php%2Fmomentum%2Farticle%2Fview%2F3478&data=05%7C01%7Cab4781%40coventry.ac.uk%7Cab1d86795e704565164a08da577f2d25%7C4b18ab9a37654abeac7c0e0d398afd4f%7C0%7C0%7C637918500987390546%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=TO0Q9bSAqCOxhJ1QFwhNBVSlmrLjcQuEhU99%2F%2Fu%2F1vw%3D&reserved=0>
>
>         New edited volume: Beyond the master's tools? Decolonizing knowledge orders, research methods and teaching. London: Rowman & Littlefield (with Franziska MĂźller and Daniel Bendix)
>
>         https://rowman.com/ISBN/9781786613592/Beyond-the-Master's-Tools-Decolonizing-Knowledge-Orders-Research-Methods-and-Teaching  <https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Frowman.com%2FISBN%2F9781786613592%2FBeyond-the-Master%27s-Tools-Decolonizing-Knowledge-Orders-Research-Methods-and-Teaching&data=05%7C01%7Cab4781%40coventry.ac.uk%7Cab1d86795e704565164a08da577f2d25%7C4b18ab9a37654abeac7c0e0d398afd4f%7C0%7C0%7C637918500987390546%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=8HQCsweYNkk0EpCBq2gLsrEZRM8tCBDmhL%2BzxbRpVu0%3D&reserved=0>
>
>         New edited volume:  The Development Dictionary @25: Post-Development and its consequences. London: Routledge.
>
>         https://www.routledge.com/The-Development-Dictionary-25-Post-Development-and-its-consequences/Ziai/p/book/9781138323476  <https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.routledge.com%2FThe-Development-Dictionary-25-Post-Development-and-its-consequences%2FZiai%2Fp%2Fbook%2F9781138323476&data=05%7C01%7Cab4781%40coventry.ac.uk%7Cab1d86795e704565164a08da577f2d25%7C4b18ab9a37654abeac7c0e0d398afd4f%7C0%7C0%7C637918500987390546%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=gl45w30LLfYzetPNVO8BlZ5aidXWcW89RYxjxSrLxrM%3D&reserved=0>
>
>         Open access book: Development Discourse and Global History. From Colonialism to the Sustainable Development Goals. London: Routledge.
>
>         https://www.routledge.com/Development-Discourse-and-Global-History-From-colonialism-to-the-sustainable/Ziai/p/book/9781138735132  <https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.routledge.com%2FDevelopment-Discourse-and-Global-History-From-colonialism-to-the-sustainable%2FZiai%2Fp%2Fbook%2F9781138735132&data=05%7C01%7Cab4781%40coventry.ac.uk%7Cab1d86795e704565164a08da577f2d25%7C4b18ab9a37654abeac7c0e0d398afd4f%7C0%7C0%7C637918500987390546%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=q8r971xufXtje5FgqMcTG9oUmPLfTJJZTi2XEcNvsnY%3D&reserved=0>
>
>         Open access article: Post-Development: Premature Burials and Haunting Ghosts. In: Development and Change 46 (4), 833-854.
>
>         open access:http://onlinelibrary.wiley.com/doi/10.1111/dech.12177/full  <https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fonlinelibrary.wiley.com%2Fdoi%2F10.1111%2Fdech.12177%2Ffull&data=05%7C01%7Cab4781%40coventry.ac.uk%7Cab1d86795e704565164a08da577f2d25%7C4b18ab9a37654abeac7c0e0d398afd4f%7C0%7C0%7C637918500987390546%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=oPyPyQI2TWninJ11GWPSeC6z8U472Hu3Pvs8WI452Iw%3D&reserved=0>
>
>         Open access article:  Post-development 25 years after The Development Dictionary, Third World Quarterly, 38:12, 2547-2558,https://doi.org/10.1080/01436597.2017.1383853  <https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.1080%2F01436597.2017.1383853&data=05%7C01%7Cab4781%40coventry.ac.uk%7Cab1d86795e704565164a08da577f2d25%7C4b18ab9a37654abeac7c0e0d398afd4f%7C0%7C0%7C637918500987390546%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=wf4ZY5C1d7ITiS5cZqiY1ZxTdHCzHSwcEkk3b4dc1VA%3D&reserved=0>
>
>
>
>         _______________________________________________
>
>         GTA-PeDAGoG mailing list
>
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>
>     _______________________________________________
>     GTA-PeDAGoG mailing list
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