An exploratory qualitative analysis of Law and Development (L&D) course descriptions reveals plurality and heterodoxy across time zones through the way in which they approach ‘law’ and ‘development’. We see this contestedness as a manifestation of the inherent power asymmetries of the field and offer the notion of time zones to better describe plural and contested forms of L&D knowledge. We seek to explore teaching as an important arena where knowledge is created and argue that the characteristics of substantive complexity and methodological heterodoxy of L&D provide promising conditions for making teaching more inclusive and reflexive. In this way, teaching can help in further provincialising the field. Additionally, inclusiveness and reflexivity can also have an impact on the epistemological trajectory of L&D more broadly by giving voice to a diversity of narratives, concepts and values.

中文翻译：

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法律与发展的教学：跨时区的包容性和反思性

对法律与发展 (L&D) 课程描述的探索性定性分析通过他们处理“法律”和“发展”的方式揭示了跨时区的多元化和异端。我们将这种竞争性视为该领域内在权力不对称的一种表现，并提供时区的概念来更好地描述多元化和竞争性的 L&D 知识形式。我们寻求将教学作为创造知识的重要领域进行探索，并认为 L&D 的实质复杂性和方法论异端的特征为使教学更加包括的和反身的. 通过这种方式，教学可以帮助该领域进一步本土化。此外，包容性和反身性还可以通过表达多样化的叙述、概念和价值观，对学习与发展的认识论轨迹产生更广泛的影响。