Thabani Mutambasere – författare

Accessible and comprehensive, this book puts forth an innovative perspective on international aid, going beyond top-down attempts to centre local voices and practices.

By providing an overview of newer iterations and overlooked practices in development, including citizen aid, technologies for development, and faith-based humanitarianism, the book explores the extent to which they disrupt existing models and potentially lead to more equitable grassroots-led approaches. The authors develop the concept of ''horizontal development'' to examine how power and privilege operate in international and local horizontal development spaces. Examining challenges, they also highlight opportunities for doing things differently in light of prominent calls for decolonising aid and development.

Accessible and comprehensive, this book puts forth an innovative perspective on international aid, going beyond top-down attempts to centre local voices and practices.

By providing an overview of newer iterations and overlooked practices in development, including citizen aid, technologies for development, and faith-based humanitarianism, the book explores the extent to which they disrupt existing models and potentially lead to more equitable grassroots-led approaches. The authors develop the concept of ''horizontal development'' to examine how power and privilege operate in international and local horizontal development spaces. Examining challenges, they also highlight opportunities for doing things differently in light of prominent calls for decolonising aid and development.

This short book discusses some of the urgent critical debates regarding intercultural education on displacement during turbulent times of contentious border politics and ramped-up anti-migrant discourse. Drawing on original research and teaching insights from a team of co-authors from Pakistan, Iraq, Zimbabwe, Italy, India, Canada, the UK and beyond who are involved in teaching students from more than two dozen countries, it focuses on experiences of teaching in the midst of controversial refugee detention and deportation schemes – just some of many developments in the United Kingdom condemned strongly by several United Nations agencies. The authors’ analysis engages reflections, from diverse backgrounds and positionalities, on approaches to education that seek to deepen understandings of displacement experiences in an interconnected world as well as geopolitical responses, methodologies and representational practices.