Introduces basic theoretical concepts of development studies, the history of global inequality, and short histories of alternative development strategies. Case studies of Canada's ties to the so-called third world will include missionaries, military, business, and aid. Canadian colonialism over First Nations peoples will introduce basic issues in Aboriginal Studies.
NOTE Also offered online, consult Arts and Science Online (Learning Hours may vary).
NOTE Also offered at Bader College, UK (Learning Hours may vary).

This course is designed for those interested in undertaking a critical analysis of the gendered impact of the globalization process and development policies with a focus on women in the Global South.
NOTE Also offered online, consult Arts and Science Online (Learning Hours may vary).

This course examines the nexus between global health and development with a focus on preparing students for work on contemporary health and well-being issues. It takes a multidisciplinary perspective to analyze current global challenges including environmental and social transformations and changing disease burden. Using case studies, students will learn important concepts and principles in global health and development. The course also focuses on exploring innovative approaches that bridge the global health and development divide and help in addressing difficult global health challenges.

This course explores current thinking around the motivations for, and ethical implications of, working with communities on issues of social justice, inequality, and sustainable development. Students will engage in self-reflexive practices and work collaboratively to create tools and action plans for ethical global engagement in the future.
NOTE Only offered online. Consult Arts and Science Online.

Lectures and courses offered by regular and visiting faculty on development topics related to their research interests. Consult the departmental homepage for further details of specific course offerings each year.
NOTE This course is repeatable for credit under different topic titles.

Lectures and courses offered by regular and visiting faculty on development topics related to their research interests. Consult the departmental homepage for further details of specific course offerings each year.
NOTE This course is repeatable for credit under different topic titles.

A study of practical issues related to development research and program evaluation in development settings, using a case-study approach. Topics include information retrieval, cross-cultural research methods, basic data analysis, and results-based project evaluation.

This course introduces students to Cuban society and culture. The focus is on the period from the Cuban revolution (1959) to the present. Students will examine some of the main events and highlights of Cuban history, politics and culture in this era. This is a prerequisite for DEVS 307 Cuban Culture and Society II, held in Havana.
LEARNING HOURS 120(36L;84P)

An experiential learning course that takes place in Havana, in collaboration with U of Havana. Begins with pre-departure sessions at Queen's followed by two weeks in Havana. Havana instructors include professors, musicians, filmmakers, artists. Havana site visits include museums, art schools, organic gardens, galleries, medical schools, theatres.
NOTE Field Trip (Havana, Cuba): estimated cost $3,200 (students must apply to take this course).

Provides students with an overview of theories that underpin the development enterprise, and critiques of development, through the use of primary texts and critical appraisals.

Explores the relationships between the production of goods, the lives and livelihoods of workers, and socio-economic development at local, national and global levels. Issues include: the international division of labour; global commodity chains; technological change; labour markets; informal sector; genders in production; unions and labour rights.

An introduction to the socio-economic, cultural and political factors surrounding technology and its relationship to the development process in both advanced industrial societies and developing nations. Student project groups will focus on particular realms of technology in development and the interaction of politics and policy with technological choice and design, including appropriate, intermediate and sustainable technologies.

Over the past several decades, business - particularly large multinational corporations - have come to play an increasingly dominant role in global development. This course will interrogate the structures, processes and practices employed by corporations as the forge new partnerships with states, global development organizations and corporations.

This course examines cities and urbanization in countries in the South, looking at similarities and differences between and across regions, and the extent to which these cities connect (or not) with urban areas in the North.

HIV/AIDS is one of the most pressing development issues in the world today. This course examines the cultural, political, economic, and other social factors that contribute to its transmission and intractability, and which help to explain the differential impact of the disease upon societies worldwide. Particular attention is paid to the ways that specific social/sexual identities and practices arising from inequitable class, gender, race, and ethnic relations, affect the prevalence of HIV, the ability to contain its spread, and the human costs that it entails.

This course analyzes the political economy of resource extraction, focusing on Canadian extraction, domestically and globally. Students will critically examine historical and contemporary extraction and its role in economies, livelihoods and transnational movement (e.g. migration and colonialism), and explore
alternative extractive futures.

Examining issues facing Indigenous individuals and communities that include ongoing cycles of violence, historical unresolved grief, the transmission of intergenerational trauma, and systemic injustice. Determinants of conflict, war, and disputes by navigating a complex landscape that includes race, gender, and the commodification of violence are examined.

The first part of the course introduces students to critical theories and debates on NGOs governance, state-society relationships and democracy. The course begins with a broad look at theories of international development and how our understanding of the process of development has changed over time.

The course examines contemporary issues 'forced' migration of people to obtain theoretical understanding of processes shaping human mobility and the debates governing inclusion or exclusion of people.

This course equips students with strategies, techniques and mindsets that help social movements and justice-oriented organizations contribute to policy advocacy. Through historical and sociological research, students apply core concepts and best practices to develop new understandings about where policy advocacy fits within a broader spectrum of transformative societal change. The course provides practical guidance for designing public campaigns aimed at legal and policy changes toward the goal of justice advocacy in global development.
NOTE Only offered online, consult Arts and Science Online.

This course builds on DEVS 280/3.0 by facilitating an 80-hour experience related to global engagement. Students will engage with concepts of ethical engagement and relationship building as they are guided through a practical experiential learning opportunity in the field of global engagement.
NOTE Only offered online. Consult Arts and Science Online.

This course first provides the historical and regional context necessary to understand urban southern Africa's contemporary struggles, then examines strategies to address key development challenges and how they may be creating opportunities for new ways of thinking about citizenship in South Africa and the Global South more generally.

Challenges students to examine how colonialism/decolonization shapes settler states and how understandings of indigeneity and sovereignty have been impacted by the relationships between the colonizer and the colonized. Addresses how both Indigenous and non-Indigenous peoples can work towards decolonization through 'unlearning' and re-presencing.
NOTE Also offered online. Consult Arts and Science Online. Learning Hours may vary.

The future of globalization is highly uncertain. The COVID-19 pandemic has exposed the fragility of global supply chains. The rise of mercantilist policies has also brought the rules-based order for trade into crisis. In this course, students will examine this shifting landscape and what it means for global development. Students will learn about the World Trade Organization and key regional trade and investment agreements. Students will also assess alternatives to the current system, with a focus on fair trade. Finally, we will explore wildlife trade and how trade affects climate change.

This course explores land politics and health promotion at local and global levels. It situates health inequalities in political ecologies of environmental appropriation, exploitation, dispossession, and repossession. Students examine how global health can benefit from equity and ethics in human-land interaction and consider how equitable land reforms can promote healthy environments and healthy populations in communities and at the global level.

Climate change events and intensifying disasters are adversely impacting agriculture, water systems, urban living, and food security. They raise important questions about justice and development. This course examines framings of climate change, disaster risk, vulnerability, and resilience from fields such as risk/hazards, ecological resilience and political ecology. Then we explore how these translate into practical responses such as climate change adaptation, mitigation, resilience-building, and disaster risk reduction. Finally, we engage platforms that imagine ecologically just, 'care-ful', and convivial futures from environmental justice and degrowth-oriented scholars and movements.

This course offers students the unique opportunity to follow a course-based learning program on a specialized topic within global development studies while simultaneous pursuing an overlapping and closely coordinated experiential learning opportunity in the same field.
NOTE At least one month before the beginning of term during which the work will be undertaken, students must submit an application to the department.
NOTE This course is repeatable for credit under different topic titles.

Seminars offered by regular and visiting faculty on development topics related to their research interests. Consult the departmental homepage for further details of specific course offerings each year.
NOTE This course is repeatable for credit under different topic titles.

Seminars offered by regular and visiting faculty on development topics related to their research interests. Consult the departmental homepage for further details of specific course offerings each year.
NOTE This course is repeatable for credit under different topic titles.

Provides students with first-hand experience working with an agency involved in international development, either in Canada or abroad. The placement will normally be for 10-20 weeks, to be negotiated with the sponsoring agency. Students are required to attend preparatory meetings, prepare a work-study proposal, a research paper on the placement and maintain a journal on a continuing basis while on their placement. In addition to academic requirements, students are required to enroll in the Queen's Emergency Support Program, attend pre-departure orientation and complete Queen's Off-Campus Activity Safety Policy (OCASP) requirements.
NOTE Students are normally responsible for all costs associated with participation in this course.

Required for students who have successfully completed the course requirements for DEVS 410. The course will provide a forum for students to debrief and to critically examine their placement experience. Evaluation based on presentation, participation, journal synthesis and a final report.

Participation in an organized educational or cultural exchange, either i) one term of studies at a developing-country university, or ii) an exchange program in a developing-country setting with an organization such as Canada World Youth or Shastri Indo-Canadian Institute for at least 6 weeks. Students are required to prepare a work-study proposal, a risk assessment of their placement and attend a pre-departure orientation. Assessment will also be based on a journal and final report.
NOTE Students participating in the study period at the University of Witwatersrand (Wits) in Johannesburg will pay an ancillary fee for programming (e.g. cultural field trips, busing). Students will pay all travel and living costs while studying at Wits. The study period at Wits is mid-July to end of August.

Seminars offered by regular and visiting faculty on development topics related to their research interests. Consult the departmental homepage for further details of specific course offerings each year.
NOTE Taught concurrently with DEVS 8XX/3.0.
NOTE This course is repeatable for credit under different topic titles.

The course will involve a critical review of the literature on a clearly-defined topic relevant to development, a synthesis of ideas, and a final thesis under the supervision of a faculty member.
NOTE The student must identify a willing supervisor from DEVS or a cognate department and receive permission of the Department of Global Development Studies.

This course enables a student or a group of students to explore a body of literature on a selected topic in development. The focus may be by theme, by region or by academic approach and can span the humanities, social sciences and environmental sciences.
NOTE The students are responsible for approaching a professor with whom they wish to work and who is willing to undertake this project.

Exceptionally qualified students entering their third- or fourth-year may take a program of independent study provided it has been approved by the Department or Departments principally involved. The Department may approve an independent study program without permitting it to be counted toward a concentration in that Department. It is, consequently, the responsibility of students taking such programs to ensure that the concentration requirements for their degree will be met.
NOTE Requests for such a program must be received one month before the start of the first term in which the student intends to undertake the program.
NOTE Also offered at Bader College, UK.