abstract
- Across academic disciplines, the knowledge that is produced and taught about International Development overwhelmingly comes from writers and academics who are from (and based in) the Global North. This phenomenon has major consequences for students, scholars, development practitioners and donors across the world. Drawing on data from university course syllabi and a small sample of faculty interviews, this article sheds further light on this reality and delineates some of the most significant challenges. Finally, we highlight efforts to address this problem and how others can contribute to improving our understanding of historically contingent and complex development processes across diverse contexts.