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

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