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Teaching and Studying Development: Making It Work

ABSTRACT The teaching of international Development Studies (ids) has expanded greatly since programs were first established in Canadian universities in the 1970s. Much has been learned about how to make these programs work at the undergraduate and graduate levels. There are several keys to success, not the least of which is a focus that extends beyond the recent practice of development agencies to larger alternative visions of human betterment and the longer-term history of capitalist industrialization. The curriculum in ids should reflect a healthy tension between theory, academic rigour, and practice; strengthen interdisciplinarity; connect the lessons of development processes abroad with experience in Canada; and promote a critical and interactive learning environment that enables students to deepen their understanding of other cultures and their own. Experiential learning should be a central component of an IDS degree—if possible, abroad in a developing country and, in any case, within Canada.