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Paper short abstract

In this paper, we argue that how, why, and by whom “development” research is conducted must remain under constant scrutiny. Grounding our arguments on post- and decolonial critiques and our own experiences, we propose a reflexive and sociopolitically conscious approach of knowledge co-construction.

Paper long abstract

Despite more than two decades of critical scholarly engagement, “development” is far from shedding its hierarchical, patriarchal, and colonial underpinnings. In academic research and teaching, power relations are continuously perpetuated – both implicitly and explicitly. Grounding our arguments on post- and decolonial critiques and our own experiences, we contend that how, why, and by whom “development” research is carried out must remain under constant scrutiny. We propose a reflexive and sociopolitically conscious approach of “knowledge co-construction”. Thus, we seek to decouple the myths of objective production of knowledge around “development” and provide (especially) students and early career researchers with a critical gaze.