Toward a globally inclusive knowledge base on adolescent development: A charge to the Majority World and a plea for epistemic and paradigmatic pluralism

Abstract Ongoing internal dialog on the limitations of Euro‐American developmental science has opened up space to explore how best to work toward a knowledge base that is adequately representative of the values, cultures, epistemic traditions, and lived experiences of peoples, nations, and regions around the world. So far, recommendations for the advancement of a global developmental science have focused preponderantly on (1) methodological considerations and (2) an architecture to support cross‐disciplinary international collaborative inquiry and/or enhance research capacity building for Majority World scholars and institutions. In this commentary, instead of focusing on specific contributions to the Special Issue, I make a case for an explicit commitment to field‐building within Majority World contexts as the primary gap‐closing path toward the cultivation of a global developmental science knowledge base. I begin with a worldwide population analysis to demonstrate the magnitude of geopolitical, eco‐cultural, and epistemic imbalances inherent in the shaping of Euro‐American developmental science. In tandem with the Special Issue's central theme, I draw on scholarship from the fields of history, sociology, and political economy to link decolonial theory to the advancement of a global developmental science. Finally, I explore ways in which exemplary research establishments already engaged in prolific inquiry and research training may be ideal candidates to support field‐building and help to advance multidisciplinary inquiry within an ethos of epistemic and methodological pluralism.