Knowledge and power: Changing the education of the next generation of development practitioners

Abstract This research explores barriers to the academic space in which development knowledge is codified, legitimised and taught. It also speaks to these questions more broadly. Focus group discussions with representatives of 32 civil society organisations in Sierra Leone, 2 follow‐up workshops in Sierra Leone and 24 semi‐structured interviews with senior academics in the UK and North America were conducted to explore: who determines what knowledge is deemed important for students and future development practitioners to know; and how to identify barriers that limit the contribution of a wider range of stakeholders. Racism is identified as a key factor in how knowledge is valued. Additional factors in terms of time, logistics and the structuring of academic space are also significant. Drawing on the work of power analysis scholars, we propose a three‐step framework for curriculum analysis, which identifies (1) key stakeholders in knowledge production and curriculum design; (2) spaces of power (open/invited/claimed/created/closed) within the academy and (3) the interplay of forms of power (visible/hidden/invisible) that facilitate or limit access to these spaces.