Development Studies

This course examines innovation and sustainability of pacific peoples in the pacific and within the pacific communities of Aotearoa. It explores the adaptability and innovation of pacific peoples to create sustainable communities that embody both traditional cultural values and identities, and are also focused on future development, opportunity, mobility, and communal success.

This course explores the causes of underdevelopment and the models of development. It offers a study of the international cooperation system for development while considering its dynamic nature and its evolution from 1945 to the present day. This course discusses the actors (primarily donors and recipients) and forms of cooperation involved. It considers why problems in areas such as food, health, education, democracy, and human rights exist and what solutions development cooperation offers. This course examines the main issues affecting current cooperation while taking into consideration the Millennium Development Goals.

The purpose of this course is to introduce students to the complex geographies of gender roles, relations and identities and different type of feminisms in the global South. As well as exploring the theoretical approaches to gender and development thought, and especially different types of feminist thought, the course also examines a series of axes of diversity in relation to people’s lives in the global South. It examines changing social and economic aspects of development on women’s and men’s (and where research exists on trans and non-binary) lives in relation to household transformations, population mobility, poverty, employment, sexualities, gender-based violence, and development policy and practice.

This course uses an integrated, multidisciplinary approach to explore current Community and Public Health challenges, focusing on both global and local issues in the Dominican Republic. The curriculum is structured around a critical examination of Environmental and Social Determinants of Health (ESDOH), emphasizing the ways in which culture, governance, climate change, human mobility, equity, justice, and inclusion influence health outcomes across diverse communities. Students develop non-clinical research skills to identify community health gaps and develop evidence-based, culturally sensitive, and sustainable interventions. 

This course explores the complex relationships between economic development, poverty, and the environment. Over five, inter-related themes, the course covers a range of critical natural resource and environmental issues in low-and middle-income countries, that is, issues at the interface of environment and development. Using concepts and analytical tools grounded in applied economics, primarily environmental and development economics, the course begins with an examination of the relationship between poverty and environmental change related to resource use, and the role of population growth in this relationship (theme I). It then moves to a discussion of the design and implementation of policies to effect change in conservation and/or development outcomes, in weak institutional settings (theme II). A key institution is that of property rights, with common property playing an important role in resource management and conservation (theme III). Some key conservation and poverty alleviation efforts attempt to address market failures associated with the demand for, and supply of, food and energy (theme IV). While food and energy are typically supplied in rural settings, changes in the extent and compositiion of demand are associated with rapid urbanization, trade, and sectoral shifts in the economy (theme V).

This course prepares students to engage ethically and effectively with underserved communities in the Dominican Republic, bridging theoretical understanding of the local health system with applied community engagement through collaborative health-focused community partnerships. Working alongside local organizations in different socioeconomic settings, students will apply public health theories and frameworks to collaboratively address community-identified health challenges. Students will co-design and implement interventions that foster health literacy, evaluate their impact through community-based assessments, and engage in critical reflection. Emphasis is placed on ethical and reciprocal engagement, cross-cultural communication, and problem-solving skills to advance health equity and community empowerment. Students will have 30 classroom hours + 45 hours of community engagement.