Abstract
Development studies focusses on the Third World but emerged within the First
World and is often located there. Thus considerable self-education is involved when
students from the Third World relate development studies to their lived experience. Is
development studies ‘teachable' and what is the role of faculty? We apply Schön’s ideas
about ‘educating reflective practitioners' (using ‘tacit knowledge', ‘self-education' and
‘coaching') to schools of development studies. We draw on the narratives of 124 people
from 27 countries who studied at the Institute of Social Studies in The Hague over 45
years, and look closely at eight cases. Some practical applications are discussed.
World and is often located there. Thus considerable self-education is involved when
students from the Third World relate development studies to their lived experience. Is
development studies ‘teachable' and what is the role of faculty? We apply Schön’s ideas
about ‘educating reflective practitioners' (using ‘tacit knowledge', ‘self-education' and
‘coaching') to schools of development studies. We draw on the narratives of 124 people
from 27 countries who studied at the Institute of Social Studies in The Hague over 45
years, and look closely at eight cases. Some practical applications are discussed.
| Original language | English |
|---|---|
| Place of Publication | Den Haag |
| Publisher | International Institute of Social Studies (ISS) |
| Number of pages | 41 |
| Publication status | Published - Aug 2001 |
| Externally published | Yes |
Publication series
| Series | ISS working papers. General series |
|---|---|
| Number | 345 |
| ISSN | 0921-0210 |
Series
- ISS Working Paper-General Series