Fostering a Reparative International Development Cooperation System: Transformative Learning in a Master s Degree in Development Cooperation

Abstract

In this chapter, we explore the potential to foster an alternative view of development, more inclusive, using the case of the master’s degree in development cooperation of the Universitat Politècnica de València (MDC-UPV) in Spain. We examine two educational proposals: action learning (AL) and external internships (EI). The relationship between transformative and restorative learning due to the expansion of capabilities in the students of the MDC-UPV can be a first step to inclusive forms of development. Mezirow’s theory (1990, 1997, 2003, 2006) can find in the capability approach (Sen, 1999, 2009; Nussbaum, 2001) a proposal to re-evaluate the results of these learning processes and expand their impact. Thus, the experience produces ‘some stability’ to ‘survive disorientation,’ as Lange (2004: 122) claims, and allows future development cooperation professionals to imagine and create a restorative future in this field (Sriprakash, 2022).