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Contribution short abstract:

It is imperative to decolonize international development studies (IDS). We propose two strategies for decolonizing IDS knowledge production.

Contribution long abstract:

The field of International development has long been criticized for being western-centric, white-centric, male-centric, and state-centric. They have also been complicit in (neo)colonialist, imperialist, and Orientalist forms of knowledge production that perpetuate injustice and inequality in society. To address these issues, it is imperative to decolonize international development studies (IDS). We propose two strategies for decolonizing IDS knowledge production. The first strategy involves un-suturing hegemonic IDS discourses, particularly by engaging with perspectives from marginalized positions. This is primarily an act of deconstruction. While deconstruction is a necessary aspect of decolonial efforts, it is not sufficient on its own. Indeed, deconstruction can sometimes be co-opted by hegemonic powers to neutralize the resistance of marginalized peoples and groups. The second strategy emphasizes the importance of uncovering, celebrating, and reinterpreting marginalized texts—often cultural works that are overlooked in mainstream IDS education dominated by conventional textbooks. These texts not only challenge our understanding of hegemonic narratives but also offer opportunities to develop a non-coercive and non-hegemonic language of engagement. In this context, we argue for the value of incorporating literature and storytelling as methods for decolonizing IDS. Specifically, I highlight the potential of cultural texts about the idea of development, which engage with local, Asian, and global perspectives, to serve as powerful tools for reimagining IDS through a decolonial lens.