International development and education are often described as embodying colonized, capitalist, and modernist knowledge and practices. I take the position that as educators, our identities and positionalities, while not determinant, do affect our pedagogy of knowledge (re)production in these fields. Using critical autoethnography as methodology, and drawing on postcolonial theory, I explore how my experiences and positionality as an educator of color from the Global South influence my content and pedagogical practices in an international development and education program in a North American university. I discuss and analyze the diversity of content I select, my pedagogical approaches, and how I use my personal experiences from the Global South as teaching tool. I argue that as educators, our experiences do matter in ways that move beyond essentialism to enrich the learning experiences.

中文翻译：

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像下属一样教学：国际发展和教育中的后殖民性、定位性和教学法

国际发展和教育通常被描述为体现了殖民主义、资本主义和现代主义的知识和实践。我的立场是，作为教育工作者，我们的身份和地位虽然不是决定因素，但确实会影响我们在这些领域的知识（再）生产教学法。我使用批判性自我民族志作为方法，并借鉴后殖民理论，探索我作为来自全球南方的有色人种教育者的经历和地位如何影响我在北美大学国际发展和教育计划中的内容和教学实践。我讨论和分析我选择的内容的多样性、我的教学方法，以及我如何使用我在全球南方的个人经验作为教学工具。我认为作为教育者，