[PeDAGoG] teaching 'economics'

Mon Jun 27 05:04:01 CEST 2022

Hi everyone
I’ve really enjoyed this thread of conversation. One text that’s been
hugely helpful is Kate Raworth’s Doughnut Economics. There are a great many
podcasts out there too with her discussing it - and she co-founded the
Doughnut Economics Action Lab which is open to join, learn, share and get
involved in.  If you don’t already know the website for DEAL is -
https://doughnuteconomics.org/
She has made modifications to the model as a response to various critique
especially integrating more of a non-Western perspective. Students I’ve
taught have also really enjoyed her book.
Looking forward to further dialogue!
Kelly

On Sun, Jun 26, 2022 at 6:33 PM Sujit.Sinha <sujit.sinha at apu.edu.in> wrote:

> I would love to glance through Christine’s list of 90 books. As a
> non-economist ( I was formally a science student with Chemistry as major )
> , it is unlikely that I have read any  of them, although I do recall
> glancing through *The Affluent Society. *But the book which was a life
> changer for me was E.F.Schumacher’s   *Small is Beautiful*  published in
> 1973 and available in India from 1977. I wonder if people who were formally
> studying  Economics had any familiarity with this book.
>
>
>
> Sujit
>
>
>
> *From:* GTA-PeDAGoG [mailto:gta-pedagog-bounces at lists.ourproject.org] *On
> Behalf Of *Christine Dann
> *Sent:* Monday, June 27, 2022 3:18 AM
> *To:* gta-pedagog at lists.ourproject.org
> *Subject:* [PeDAGoG] teaching 'economics'
>
>
>
> 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>
> <gta-pedagog-bounces at lists.ourproject.org> on behalf of "Steven J. Klees"
> <sklees at umd.edu> <sklees at umd.edu>
> *Reply-To: *"PeDAGoG: Post-Development Academic-Activist Global Group"
> <gta-pedagog at lists.ourproject.org> <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> <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
>
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>
>
>
> Ashish Kothari
>
> Kalpavriksh
>
> Apt 5 Shree Datta Krupa
>
> 908 Deccan Gymkhana
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>
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>
> Tel: 91-20-25654239; 91-20-25675450
>
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>
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>
> Global Tapestry of Alternatives
> <https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.globaltapestryofalternatives.org%2F&data=05%7C01%7Cab4781%40coventry.ac.uk%7Cab1d86795e704565164a08da577f2d25%7C4b18ab9a37654abeac7c0e0d398afd4f%7C0%7C0%7C637918500987234767%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=xiBwmF38mN2maTQP%2FAOqmfqzfNCmsUkT1pn%2BnpJ%2FI2I%3D&reserved=0>
>
>
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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
> 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>
>
>
>
>
> _______________________________________________
>
> 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>
>
>
>
>
>
>
> _______________________________________________
>
> 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 <https://www.google.com/maps/search/Kassel+Nora-Platiel-Str.+1?entry=gmail&source=g>
>
> Nora-Platiel-Str. 1 <https://www.google.com/maps/search/Kassel+Nora-Platiel-Str.+1?entry=gmail&source=g>
>
> 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 Müller 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>
>
>
>
>
> _______________________________________________
>
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>
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> 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>
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