Mapping Canadian self-identity: analysing Canada’s representation in undergraduate International Development Studies reading lists
Abstract
International Development Studies (IDS) programmes have faced mounting calls for a more diverse and decolonised curricula. Amongst these critiques, the calls to expand IDS’s focus to include greater discussions of Northern development needs, North–South linkages and negative ethical obligations are particularly noteworthy. Few existing studies, however, assess the salience of these critiques against reading lists content. Therefore, using Canada as a case study, this article analyzes fifty-nine introductory IDS syllabi from eleven Canadian universities across six provinces over five years to assess how Canadian IDS programmes engage with these topics, providing context to support ongoing debates on IDS reform.
Fields of Study & Subjects
Decolonial Thought and Epistemologies
Higher Education Governance and Development
Development
Ethics
and Society
Publication details
- Journal / source
- Canadian Journal of Development Studies/Revue canadienne d études du développement
- Volume
- 47
- Issue
- 1
- Pages
- 42–62
- Publication date
- 2 January 2026
- Language
- EN