Explores the question of citizenship through theories of citizen participation and action in dialogue with a wide range of recent empirical case studies from the global south. Going beyond formal rights and status, the course looks at deeper forms of political inclusion and direct participation in decision-making on political and policy issues.

This course examines the growing role of the emerging powers - the BRICS countries grouping of Brazil, Russia, India, China and South Africa - in international development. The course examines recent development initiatives by these actors in Africa, Latin America and Asia. It also explores the question of whether BRICS-led development programs and practices challenge the top-down, expert led stances of past development interventions – from colonialism to the western aid era.

This course introduces students to alternative business institutions (including cooperatives, credit unions, worker-owned firms, mutual aid, and social enterprises) to challenge development. It investigates the history and theories of the solidarity economy as well as its potential contributions to local, regional and international socio-economic development. There will be strong experiential education aspects in the course to debate issues. Students analyze case studies with attention paid to Africa and its diaspora to combat exclusion through cooperative structures.

Same as AFSC19H3

This course focuses on critical approaches to community engagement in international development. The first half of the course traces the history of critical and participatory approaches to community engagement in development. In the second half of the course students are trained in critical and ethical approaches to participatory community-engaged research. Student’s learning will be guided by an iterative pedagogical approach aimed at facilitating dialogue between theory, practice and experience. Students taking this course will learn about the challenges faced by communities in their interactions with a range of development actors, including international development agencies, local NGOs, state actors and universities.

The course introduces students to the history and ethics of community-based research in development. We will focus on critical debates in Action Research (AR), Participatory Action Research (PAR), and Community Based Participatory Research (CBPR). Cases will be used to illustrate the politics of community-based research.

The rise of both political and climate instability across the world has led to global instability and conflict. Millions have been displaced by wars that have erupted across and within national borders. In the Sudan, Ukraine and Gaza, entire communities have been forced to flee their homes as a result of military conflict. The climate crisis is linked to, and will continue to intersect with, such conflict. Climate migration, precipitated by extreme weather events, highlights the need for transformative responses to humanitarian crises. These conflicts are increasingly posing new challenges for globally “just” approaches to humanitarian aid (Redfield, 2020), food insecurity (Wingfield, 2024), human rights and gender violence. In this course, students will collaborate with students from South Africa and Sweden, and engage with leading academics, civil society leaders and activists to learn more about new approaches to global justice through a humanitarian lens. Drawing from insights from a global learning project named the Global Classroom for Democracy Innovation, students will engage in a learning environment which is designed around international and intercultural engagement, to work on and co-design around "borderless" problems. Questions around the widespread undermining and erosion of democracy, and (inter)national responses to increasing humanitarian crises, will be at the center of student engagements, allowing them to think from particular localities while also working across local/national/planetary scales.

Normal enrolment in this course will be made up of IDS students who have completed their work placement. Each student will give at least one seminar dealing with their research project and/or placement. The research paper will be the major written requirement for the course, to be submitted no later than mid-March. The course will also include seminars by practicing professionals on a variety of development topics.

An advanced seminar in critical development studies with an emphasis on perspectives and theories from the global South. The main purpose of the course is to help prepare students theoretically and methodologically for the writing of a major research paper based on secondary data collection. The theoretical focus on the course will depend on the interests of the faculty member teaching it.

This seminar course examines the history of global/international health and invites students to contemplate the ongoing resonance of past ideologies, institutions, and practices of the field for the global health and development arena in the present. Through exploration of historical documents (primary sources, images, and films) and scholarly works, the course will cover themes including: the role of health in empire-building and capitalist expansion via invasion/occupation, missionary work, enslavement, migration, trade, and labor/resource extraction; perennial fears around epidemics/pandemics and their economic and social consequences; the ways in which international/global health has interacted with and reflected overt and embedded patterns of oppression and discrimination relating to race, Indigeneity, gender, and social class; and colonial and post-colonial health governance, research, and institution-building.

This interdisciplinary course traces the advance of feminist and postcolonial thinking in development studies. The course serves as a capstone experience for IDS students and social science majors looking to fully engage with feminist and postcolonial theories of development. This course combines short lectures with student led-discussions and critical analyses of development thought and practice.

This course examines resource extraction in African history. We examine global trade networks in precolonial Africa, and the transformations brought by colonial extractive economies. Case studies, from diamonds to uranium, demonstrate how the resource curse has affected states and economies, especially in the postcolonial period.

Same as AFSD07H3

This course explores the intersection of community-centered research, art, media, politics, activism and how they intertwine with grass-root social change strategies. Students will learn about the multiple forms of media tactics, including alternative and tactical media (fusion of art, media, and activism) that are being used by individuals and grass-root organizations to promote public debate and advocate for changes in development-related public policies. Through case studies, hands-on workshops, community-led learning events, and a capstone project in collaboration with community organizations, students will gain practical research, media and advocacy skills in formulating and implementing strategies for mobilizing public support for social change.

The topics presented in this course will represent a range of issues in international development studies. Topics will vary by instructor and term.

The topics presented in this course will represent a range of issues in international development studies. Topics will vary by instructor and term.

The topics presented in this course will represent a range of issues in international development studies. Topics will vary by instructor and term.

The goal of the course is for students to examine in a more extensive fashion the academic literature on a particular topic in International Development Studies not covered by existing course offering. Courses will normally only be available to students in their final year of study at UTSC. It is the student's responsibility to find a faculty member who is willing to supervise the course, and the students must obtain consent from the supervising instructor and from the Chair/Associate Chair of the Department of Global Development Studies before registering for this course.

The goal of the course is for students to prepare and write a senior undergraduate research paper in International Development Studies. For upper-level students whose interests are not covered in one of the other courses normally offered. Courses will normally only be available to students in their final year of study at UTSC. It is the student's responsibility to find a faculty member who is willing to supervise the course, and the students must obtain consent from the supervising instructor and from the Chair/Associate Chair of the Department of Global Development Studies before registering for this course.

This course analyzes racial capitalism among persons of African descent in the Global South and Global North with a focus on diaspora communities. Students learn about models for self-determination, solidarity economies and cooperativism as well as Black political economy theory.

Same as AFSD16H3

This course focuses on recent theories and approaches to researcher-practitioner engagement in development. Using case studies, interviews, and extensive literature review, students will explore whether such engagements offer opportunities for effective social change and improved theory.

This course offers an advanced critical introduction to the security-development nexus and the political economy of conflict, security, and development. It explores the major issues in contemporary conflicts, the securitization of development, the transformation of the security and development landscapes, and the broader implications they have for peace and development in the Global South.

Same as AFSD20H3.

While domestic and international political factors have discouraged pro human development public policies in much of the global south, there have been some important success stories. This course examines the economic and social policies most successful in contributing to human development and explores the reasons behind these rare cases of relatively successful human development.

Same as POLD90H3

An introduction to the social, historical, philosophical, and practical contexts of journalism. The course will examine the skills required to become news literate. The course will look at various types of media and the role of the journalist. Students will be introduced to specific techniques to distinguish reliable news from so-called fake news. Media coverage and analysis of current issues will be discussed.

A continuation of JOUA01H3.

An examination of the key legal and ethical issues facing Canadian journalists, with an emphasis on the practical: what a journalist needs to know to avoid legal problems and develop strategies for handling ethical challenges. This course is taught at Centennial College and is open only to students in the Specialist (Joint) program in Journalism.

An examination of Canadian coverage of immigration and transnational issues. With the shift in Canada's demographics, media outlets are struggling to adapt to new realities. We will explore how media frame the public policy debate on immigration, multiculturalism, diaspora communities, and transnational issues which link Canada to the developing world.

The course examines the representation of race, gender, class and power in the media, traditional journalistic practices and newsroom culture. It will prepare students who wish to work in a media-related industry with a critical perspective towards understanding the marginalization of particular groups in the media.

Today’s ‘contract economy’ means full-time staff jobs are rare. Students will dissect models of distribution and engagement, discussing trends, predictions and future opportunities in media inside and outside the traditional newsroom. This course is taught at Centennial College and is open only to students in the Specialist (Joint) program in Journalism.

Through research and practice, students gain an understanding of news judgment and value, finding and developing credible sources and developing interviewing, editing and curating skills. This course is taught at Centennial College and is open only to students in the Specialist (Joint) program in Journalism.

Today, content creators and consumers both use mobile tools and technologies. Students will explore the principles of design, including responsive design, and how they apply to various platforms and devices. This course is taught at Centennial College and is open only to students in the Specialist (Joint) program in Journalism.

Applying photo-journalism principles to the journalist's tool of choice, the smartphone. Students will take professional news and feature photos, video optimized for mobile use and will capture credible, shareable visual cross-platform stories. This course is taught at Centennial College and is open only to students in the Specialist (Joint) program in Journalism.