Discourses of development in academic institutions must be thoroughly investigated. Using a set of Development Communication (DevCom) syllabi and the theories of Xu Xiaoge (2009) and Arturo Escobar (1995), this paper qualitatively investigated on the nature and process of the constructed discourse of development in an academic setting from sample course syllabi content, topics and activities. Results have shown that the syllabi's content and discourse are either pro-process or pro-participation development. Moreover, the set of studied syllabi have not actively articulated the post-development paradigm. The research suggests that faculty members who teach the course revisit the constructs of DevCom by constantly including development in the content, putting the discourse of alternatives to development, and theorising on the paradigm of development communication to further establish the field.

中文翻译：

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从开发交流大纲中构建开发

必须彻底调查学术机构中的发展话语。本文使用一套发展交流（DevCom）教学大纲以及许小歌（2009）和阿图罗·埃斯科巴尔（Arturo Escobar，1995）的理论，从样本课程教学大纲内容中，对学术环境中建构发展话语的性质和过程进行了定性研究。 ，主题和活动。结果表明，课程大纲的内容和话语要么是过程发展的，要么是参与发展的。此外，研究的课程大纲还没有积极阐明发展后的范式。研究表明，教授该课程的教职人员通过不断地在内容中包含开发内容，将替代方法置于开发中，从而重新审视了DevCom的结构，