In the broadest sense, a global studies department seeks to study cultural, political, economic, and social relations in the world with particular attention to cultural processes and policies, the impacts of globalization and the nature of development. According to their website, Wilfred Laurier University's global studies department seeks to discuss the responsibilities that privileged society has in a world affected by war and poverty. Try to answer like; if possible, it is about “thinking globally” and “acting locally” (Donais, n.d.). In my research I delve deeper into the truth of these statements by exploring the question; How does the Global Studies curriculum at Wilfrid Laurier University reproduce colonial discourses? This topic is important to investigate as our socioeconomic and academic backgrounds can influence how a Global Studies course is taught and inadvertently reproduce colonial attitudes about knowledge. To adequately understand and study the world and its relationships we must be aware of how colonial discourses are reproduced in education. In my research I will use the postcolonial concept of the "other" presented by Edmund Said and the poststructuralist investigations of power relations discussed by François Foucault. My first goal is to evaluate the prevalence of white privilege in the literature and theory taught within the Global Studies department. I will attempt to deconstruct cultural legacies within the curriculum and investigate the different ways in which the subject is viewed through a cultural perspective. Secondly, I want to explore the narrative of interculturality within the curriculum. I will focus on how the ethnic other and the ethnic self are created within the materials and its potential impacts on… middle of the paper… in reference to the colonial narrative. Since the Global Studies department in its mandate seeks to discuss cultural relations, rather than differences, interculturality should be a key feature of the curriculum. Most of the research conducted on postcolonialism in education involves case studies of single institutions and usually former colonial ones. subjects. However, few have studied the post-secondary level or from within privileged Western society as a former colonizer. Taking Wilfrid Laurier University's Global Studies department as a case study, we can investigate the perpetuation of colonial discourses from within a former colonial power. By looking at different aspects of postcolonialism and poststructuralism in this context, I hope to broaden existing knowledge and dialogue on education that involves the reproduction of colonial discourses..