The department is a lively community that is recognised internationally as one of the top centres for research and teaching in development studies.

Our courses offer excellent training for a career in international development or for advanced study, and attract students of the highest calibre from across the world.
“I had waited for 10 years before my dream to study in Oxford became a reality and the experience was truly beyond expectation”
Our students are taught to develop as critical and independent thinkers and when they leave us they are equipped with the knowledge and skills they need to bring about real change.
“My time at Oxford strengthened my critical analysis and provided me with a unique interdisciplinary grounding in history, politics and economics that has equipped me well in dealing with public policy issues and program development strategy.”
Our courses offer excellent training for a career in international development or for advanced study, and attract students of the highest calibre from across the world.
“I had waited for 10 years before my dream to study in Oxford became a reality and the experience was truly beyond expectation”
Our courses offer excellent training for a career in international development or for advanced study, and attract students of the highest calibre from across the world.
“I had waited for 10 years before my dream to study in Oxford became a reality and the experience was truly beyond expectation”
Our students are taught to develop as critical and independent thinkers and when they leave us they are equipped with the knowledge and skills they need to bring about real change.
“My time at Oxford strengthened my critical analysis and provided me with a unique interdisciplinary grounding in history, politics and economics that has equipped me well in dealing with public policy issues and program development strategy.”
Our students are taught to develop as critical and independent thinkers and when they leave us they are equipped with the knowledge and skills they need to bring about real change.
“My time at Oxford strengthened my critical analysis and provided me with a unique interdisciplinary grounding in history, politics and economics that has equipped me well in dealing with public policy issues and program development strategy.”
This programme emerges from collaborative work with indigenous scholars and anthropologists researching ‘indigenous knowledge systems’ in the face of accelerating climate change. Together, we are engaged in a multifaceted reflection on how diverse science makes for better science. Anthropology has made significant contributions to the study of non-western forms of knowledge. Yet, the contributions that scholars located at the peripheries of metropoles continue to make to worldwide science have not received the attention they deserve. Epistemic injustices aggravate environmental and social injustices in ways that are not fully understood. Our particular focus is on the role of knowledge transmission in heterogeneous societies characterised by entrenched inequalities, including the way in which science is taught through publicly funded education.
I am involved in developing with former students, post-doctoral researchers, and NGO collaborators a project we have entitled ‘Nurturing Young Lives in Latin America and the Caribbean.’ Given the malleability of childhood development and the highly varied and changing risks children face in low and middle-income countries, new thinking about interdependences and complementarities across domains of child development is urgently needed. The goal of this project is to explore models of policy integration that have the best chance of optimising infant parental care and supporting child rearing in Latin American and Caribbean contexts characterised by high levels of material poverty, social marginalisation and political discrimination. We approach the welfare of children growing in disadvantaged communities and their long-term prospects through the lens of childrearing practices to deepen understandings of: (i) subjectivity and intersubjectivity formation among marginalised social groups; (ii) transformations resulting from organised mobilisation to educate; and (iii) productive articulations between nurturing young lives and wealth creation.