Enseignement

M19 - Syllabi Matter: Diversity, Representation, Amnesia and Fragmentation

Date: Jun 5 | Heure: 01:45pm to 03:15pm | Salle:

Chair/Président/Présidente : Jamie Michaels (University of Calgary)

Discussant/Commentateur/Commentatrice : Erin Tolley (Carleton University)

Colonial Amnesia and Fragmented Narratives: The Importance of Beginnings and Foundations in Canadian Undergraduate International Development Studies Reading Lists: Alexandra Wilson (University of Ottawa), Maïka Sondarjee (University of Ottawa)
Abstract: This research examines the representation of colonial and decolonial histories within Canadian International Development Studies (IDS) curricula. Through a review of 59 first and second year Canadian IDS syllabi, this chapter argues that while colonial history receives substantial attention, decolonial history often remains marginal or is introduced only in advanced courses. This approach risks reinforcing colonial epistemologies and can limit students’ critical engagement with alternative historical narratives and perspectives from the Global South. The analysis reveals that decolonial history, when included, tends to be compartmentalized, missing opportunities for integration into foundational courses. This selective inclusion shapes students’ understanding of global power structures, often leaving them with a predominantly colonial framing. The chapter advocates for a more balanced and integrated approach, positioning decolonial history alongside colonial history in early courses to facilitate a comprehensive view of the complexities and legacies of colonialism. By integrating both histories across the curriculum, Canadian IDS programs can better equip students to engage critically with global issues, acknowledging not only the historical roots of development but also alternative, decolonial paths forward.

Diversifying the Discipline: Establishing a Baseline to Support the Evolution of Inclusive Syllabi Development in Political Science: Katherine Boothe (McMaster University), Griselda Asamoah-Gyadu (McMaster University), Beyza Hatun Kiziltepe (McMaster University), Kayla Lui (McMaster University)
Abstract: An increasingly diverse literature explores the ways in which core curricula and the pedagogical practices of the academy reinforce social stratification and hierarchy (Sawer 2016, Dion et al 2018, Gaudry and Lorenz 2018, Mantz 2019, Andrews 2020, Hutfield 2021). As the 2025 CPSA Call for Proposals points out, this critical reflection on and reconsideration of curricula has deep implications for the politics of belonging on our campuses and in our discipline. With the support of a strategic grant from the university provost, our team of faculty members and graduate students (abstract authors plus Drs. Adrienne Davidson and Szu-Yun Hsu) collected all undergraduate and graduate course outlines and PhD comprehensive exam reading lists in our department for the 2021-2023 academic years. We developed a coding scheme to describe authors’ characteristics, prioritizing self-identification. For PhD exams, we also coded whether a reading engages with issues of gender, race, colonialism, Indigeneity, disability, sexual orientation. In this paper, we discuss the development of our methodology to code and account for diversity in the discipline of political science, and report on the findings of our analysis of comprehensive exam lists. We discuss the differences that exist between disciplinary subfields in our mid-sized academic department in Ontario, and reflect on some of the challenges encountered to date in our research and in applying our methodology. As well, we discuss next steps and consider the opportunities and challenges associated with building our findings into a broader departmental conversation to facilitate change and advance more inclusive course designs.

Is Anyone Doing it Better, and What Can be Learned? Exploring ‘Best Practices’ in Diversifying Political Science Syllabi in Canada: Ulas Tastekin (McMaster University), Nathan Andrews (McMaster University), Akalya Kandiah (McMaster University)
Abstract: Earlier research on decolonizing Political Science higher education in Canada revealed that the increasing efforts for equity, diversity, and inclusion (EDI) in the last two decades have had a limited impact on pedagogical practices in the discipline. All these studies contributed to the rising awareness in this sense, describing and criticizing the hegemonic narratives in curricula and discriminatory practices in faculty experiences and publication processes. Whereas these studies mostly focused on analyzing the given practices, very few resources investigate some possible best practices to make the discipline more diverse and inclusive in Canada or globally. However, throwing light upon best practices can help point out a direction for the discipline to align with the EDI efforts and provide a repertoire of available tools to create a more inclusive classroom environment. Therefore, this paper attempts to delineate some practices filtered from 85 syllabi from political science programs at undergraduate and graduate levels in 22 Canadian universities. Our findings pay particular attention to counterbalancing conventional material with critical perspectives, questioning the color and gender embedded in the object of inquiry, giving the floor to the marginalized voices (via local authors for case studies and guest lectures), and alternating assignment and assessment methods. These practices are important not only to generate certain ideas to make syllabi more diverse and inclusive but also to show that it is possible to question the given standards even in the seemingly most technical subfields. Therefore, even if these methods have yet ‘to change the game,’ they can help ‘challenge the game.’ We hope that switching our focus from the given practices to possible alternative avenues can enhance our efforts to decolonize the discipline and create an inclusive learning environment.

A Content Analysis of Disability Representation in Canadian Political Science Curricula: Chris Greenaway (University of Toronto Mississauga), Michael Cowan (University of Toronto)
Abstract: This study examines the representation of disability politics within Canadian political science, focusing on its relatively limited presence across university syllabi and textbooks. Through a comprehensive content analysis, the paper identifies significant gaps in attention to disability as a topic in political discourse and public policy education. Disability issues are frequently confined to narrow policy domains, such as health or social welfare, rather than being integrated into discussions of political identity, rights, and representation. This exclusion not only limits the scope of political science curricula but also underscores a broader deficiency in the theoretical and methodological frameworks within the discipline to adequately address the politics of disability in an educational context. This research aims to foster interdisciplinary dialogue among educators, scholars, and curriculum designers, advocating for an expanded curricular design that places the politics of disability alongside other core topics in Canadian political science pedagogy.