Even more than the discipine that was so famously labelled the 'handmaiden of colonialism' (Asad, 1973), Development Studies has been associated in critique with the perpetuation of colonial and neocolonial thinking and practice. What would it take to decolonise the teaching of Development Studies? Is it even possible? This article takes an experiential look at an experimental interactive workshop-style first year undergraduate introductory international development module. The module started off from the place I was at, as a professor who had newly come to higher education from a career on the margins of the development industry. I brought with me experience and knowledge, but also deep cyncism and negativity. I established the module as a mode of dialogue with my students, who wrote regular blogs instead of essays. Over the years, as I engaged with their work and worldview, my own shifted. I came to reframe development, and with this, to shift my own attempts to decolonise my teaching. I explore this journey, reflecting on where it took me and on some of the lessons I learnt from this experience.

中文翻译：

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非殖民化发展研究：教学反思

与被称为“殖民主义的婢女”（Asad，1973）的学科相比，发展研究在批判中与殖民和新殖民思想和实践的延续有关。发展研究教学的非殖民化需要什么？甚至有可能吗？本文对一个实验性互动研讨会式一年级本科生国际发展入门模块进行了体验式研究。该模块从我所在的地方开始，作为一名刚从开发行业边缘职业进入高等教育的教授。我带来了经验和知识，但也带来了深深的愤世嫉俗和消极情绪。我建立了该模块作为与我的学生进行对话的一种模式，他们定期写博客而不是散文。这些年来，当我参与他们的工作和世界观时，我自己发生了变化。我开始重新定义发展，并以此来改变我自己的教学非殖民化尝试。我探索了这段旅程，反思了我的经历以及我从这次经历中学到的一些教训。