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• W3193372017 abstract "Abstract 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." @default.
• W3193372017 created "2021-08-30" @default.
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• W3193372017 date "2021-08-19" @default.
• W3193372017 modified "2023-10-18" @default.
• W3193372017 title "The teaching of Law and Development: towards inclusiveness and reflexivity across time zones" @default.
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• W3193372017 doi "https://doi.org/10.1017/s174455232100046x" @default.
• W3193372017 hasPublicationYear "2021" @default.
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