Decolonizing the IPE syllabus: Eurocentrism and the coloniality of knowledge in International Political Economy

Abstract

This pedagogical intervention examines the manifestations of Eurocentrism and the coloniality of knowledge in the teaching of IPE by analyzing an IPE Master’s program of a UK university. Advancing a decolonial reading of this program, I draw on the growing body of decolonial theories critiquing political economy scholarship and teaching. Three points of critique are centered throughout this analysis: (1) economism, (2) the absence of race and (3) the conceptualization of ‘The International’. In addition to identifying how these issues manifest in the IPE course, I suggest ways to address them, illustrating how decolonial pedagogical transformations and epistemic pluriversality can lead to better analytical frameworks, as well as contribute to epistemic and global justice. This intervention begins by outlining the IPE program in question before introducing a decolonial analytical framework that centers the coloniality of knowledge and Eurocentrism. This framework is then mobilized throughout the analysis which is divided into the three points of critique mentioned above. Afterwards, I propose some alternative bodies of knowledge as decolonial options for IPE syllabi and conclude with suggesting further research avenues. This intervention seeks to engage IPE professors and researchers who are interested in or committed to decolonizing IPE syllabi, programs and departments.