Thinking about studying a Master’s in Development Studies but want to know a bit more? In this blog post Stephen Thompson, IDS Fellow and co-convenor on the IDS MA Development Studies course, shares his thoughts on why this course is relevant now, what makes it unique, and what he finds most rewarding about teaching.
Why is the MA Development Studies course so relevant in the current context?
In my opinion, there has never been a better time to study for a Master’s in Development Studies. Globally, inequality is on the rise and poverty persists. Individuals and communities continue to face marginalisation. We are reaching a critical point in human history with regards to the climate and the environment. Sustainability is increasingly regarded as important. Wars and conflict continue to impact safety, security and stability. There is renewed global interest in issues relating to voice, power and participation.
Through the MA Development Studies, we work with students to develop their analytical and practical skills, which are needed to address some of these most pressing global challenges. We support students to approach these development problems with creativity, confidence, and the ability to work collaboratively.
What is unique about the IDS MA in Development Studies course?
In partnership with the University of Sussex, we are ranked first in the world for Development Studies, but our number one ranking is only part of the picture. What makes studying at IDS unique is the community you will be part of. We are not just another university department. We are a community of researchers, activists, theorists, and advocates. We are passionate about what we do, and we accept that we are all learning every day.
Our students form an important part of this community. We welcome applicants from a diverse range of career trajectories, countries and contexts, which contributes to the rich variety of experiences. The diversity of perspectives that our students bring to IDS enriches the classroom environment and strengthens the educational community. Learning from your peers, as well as from staff, is very much part of the experience.
What approach do you take to teaching?
When I teach, I aim to create an educational space where everyone feels welcome and are treated as equals, and I use creative approaches to encourage participation. My approach to teaching is influenced by two main authors. Paulo Freire, for his ideas on critical pedagogy and education as freedom, and my colleague Robert Chambers, for his ideas on the importance of participatory approaches. Both have a strong emphasis on power structures, overcoming inequality, and taking action to bring about positive change.
I see the paradigms presented by Freire and Chambers as providing a solid foundation to my Development Studies teaching, through which I aim to empower my students to think critically about how they can contribute to addressing social challenges.
What knowledge and skills will students gain from the MA Development Studies?
On this course, students will develop an understanding of the main debates in development, and critically engage with relevant theories and ideas. Core modules will provide a solid grounding in development studies, while the range of optional modules allows students flexibility to choose their area of interest and grow intellectually within the overall degree framework. In addition, you will gain practical skills, including building effective arguments and working in groups. The course is designed to challenge you and will broaden your horizons.
One of the things that excites me most about teaching is watching students build on skills that they already have, while also developing new skills on their journey at IDS. While the knowledge gained will depend on what each individual student is interested in, I can guarantee that the skills you leave IDS with will help you to think critically about how you can contribute towards working for a more equitable and sustainable world.
How does being engaged in your own research benefit your students?
The foundation of sustainable development is to leave no one behind. My research mostly focuses on disability inclusion, which is a key element to ensuring no one is left behind. Disability inclusion is of relevance around the globe, cutting across cultures and countries. I use examples from my own research to further the understandings of inclusion for the students and to explain why development needs to be inclusive across every sector. There is also value in being able to discuss with the students methodological approaches that I have used in my own research. I like to use examples of how participatory approaches can be used to ensure marginalised groups can be included.
What is the most rewarding thing about teaching?
For me, there are two most rewarding things related to teaching. The first is creating a welcoming, inclusive and respectful educational space. This doesn’t happen automatically – careful thought is needed to ensure that all students feel accepted and that their voices can be heard. When the individual strengths and contributions of each student are valued, it enriches the broader learning environment, creating a more diverse and equitable experience for all students, as well as staff. When you achieve this, it is very rewarding.
The second does not happen immediately, and sometimes is years in the making. It is when a graduate writes to you to tell you of their success. It might be that they have been offered an exciting new job, or that they have undertaken some groundbreaking research. Perhaps they have completed a successful project or built a flourishing partnership. When you hear that your former students are thriving and making meaningful contributions to various development agendas, and that you played a part in their educational journey, that is when you feel like you have really achieved something – that is something really special.
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