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14494035.2021.1975220.pdf (577.92 kB)

Whose voice matters in the teaching and learning of IPE? Implications for policy and policy making

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journal contribution
submitted on 2023-09-07, 09:07 and posted on 2023-09-07, 10:40 authored by Logan Cochrane, Samuel O Oloruntoba

Critical decolonial assessments of International Political Economy (IPE) curricula have found a continued dominance of Euro-Western perspectives. However, these critical assessments have often been of specific programs or courses. In this article, we open the canvas wider in our quantitative assessment of privilege and marginalization, by conducting an analysis of IPE curricula from universities from around the world as well as of one of the most widely used introductory textbooks in the field. We find that scholars based outside of the Euro-West are marginal, while those based in the Euro-West continue to be dominant – in all the assessed course offerings. We also find that female voices are marginal, in all locations. Knowledge production systems privilege Euro-Western male voices and perspectives, furthering a process of systemic cognitive and epistemic injustices. Building upon our analysis of teaching and learning content, this article critically reflects on the implications of when IPE meets policy, and offers avenues for the policy engagement to avoid the same processes of privileging and marginalizing, and thereby better situating policy making to avoid repeating failures resulting from the identified entrenched biases.

Other Information

Published in: Policy and Society
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  • English


Oxford University Press

Publication Year

  • 2021

License statement

This Item is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License

Institution affiliated with

  • Hamad Bin Khalifa University
  • College of Public Policy - HBKU

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