Earlier this year, a co-convenor and lecturer on our MA Development Studies was nominated in the University of Sussex Education Awards. Dr Shilpi Srivastava received her nomination in the category of ‘Inclusive Sussex’ – for people who demonstrate kindness, integrity, inclusion, collaboration and courage.
The people nominating her wrote:
“Dr Shilpi is very kind and compassionate and goes the extra mile to ensure both the physical and mental wellbeing of her students. She provides more than enough support to ensure the success of every student and ensures that no one is left behind. She makes me feel like a part of the IDS community and inspires me to pay this kindness forward.”
We caught up with Shilpi to find out what this nomination means to her.
How did you feel when you found out that you’d be nominated, and what the students had said about you?
I was so pleased, and excited at the same time. I enjoy teaching and engaging with students, and it’s always reassuring to hear that students appreciate your work and commitment.
What approach do you take to teaching?
I follow a very interactive style of teaching and tailor my sessions each year to fit the needs and capacities of the students. At IDS, we get students from a range of disciplinary backgrounds, some who are quite familiar with the system and academic frameworks and others who are new to the academic system or are returning to academia after several years. The latter can find some aspects of learning daunting, especially in the first term. The challenge is to find the right balance in our approach so that everybody is on board and nobody is left behind in the classroom. For this, I encourage students to relate the theories and concepts with issues that they are more interested in, and push them to be critical and not be afraid of asking questions. I want students to enjoy their learning journeys, and to feel empowered. I work hard to ensure that the classroom is a safe space for deliberation and respectful disagreements.
What is the most rewarding thing about teaching?
When you see how much students have gained, from when they first stepped into IDS to when they graduate. It’s incredible to be part of this journey with them. More importantly, I learn so much from them in return.
What do you think is the most surprising or interesting thing that students take away from MA Development Studies?
MA Development Studies offers students the choice to tailor their module selections, and explore specialisations. They are required to take one core module in term one, but have a broad range of electives to choose from in the first two terms, which enables them to design their specialisation. When I meet students in term one, I am always stumped by their ambition to change the world, solve a problem, and find ‘the right solution’. However, as they go through the course, they become aware of the complexities and intricacies of the development challenges. It is exciting to see the different ways they break down the problems, critically analyse and explore the fact that no ‘one size fits all’ but are still determined to be part of the change.
What advice do you have for anyone considering applying to study this degree?
MA Development Studies is a great programme if you’re interested in exploring diverse perspectives on development issues. It gives you the freedom to explore these issues but also the opportunity to probe further as you specialise in your second term. My key advice would be to remain open to this diversity and engage with these perspectives critically, to better understand not only what works (or not!) on the ground, but also why and how this is the case.
What do you enjoy most about working at IDS?
For me, it’s the international character of our research and teaching. IDS offers scope to work with radical ideas and methodologies to challenge mainstream orthodoxies. I appreciate this space of experimentation and innovation, especially since our methodologies and approaches are often coproduced with our stakeholders.
How does being engaged in your own research benefit your students?
I always take my field into the classroom, which is to say that my lectures are informed by my research. I also discuss the practical challenges of designing and doing research with my students, breaking down abstract concepts and theories into relatable and accessible material. Students are extremely interested to learn in this way because we are not just exposing them to theoretical debates but also practical issues and challenges of doing development.
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