Drawing on data collected in a cross-disciplinary survey of early career academics (ECAs) in New Zealand, this article explores the factors influencing ECA conference attendance. Our conceptual framework uses conference attendance as the dependent variable and measures gender, ethnicity, family responsibilities and workload. Three key features affect conference attendance: demographic characteristics (background features and prior experiences that affect an academic's willingness and ability to attend), accessibility (constraints to attending, such as financing, family responsibilities, institutional support or teaching commitments) and purpose (the value placed on attending conferences by the individual, the institution, or the discipline). In particular, we identify differences for women, Indigenous people, and those born overseas with respect to their ability to navigate and their inclination to attend national and international conferences.… to build networks and get a profile as an international academic you need to travel. You need to be overseas because that's where all the contacts are. … that's been a real struggle for me as a NZ-based academic. The financial support from university at a general level is woefully inadequate in terms of the overseas conference and research leave. Law academic, woman, NZWithout being able to attend conferences, it's difficult to generate research and find out what the trends are within my discipline area. My experience has thus far been frustrating and for the first time in my professional career I feel that there are obstacles before me and that prejudice exists due to my gender. Education academic, woman, NZ

Despite significant advances in women’s status in political science departments in New Zealand and internationally, women remain underrepresented in the profession. This review article discusses five factors that are identified in the literature as problems for women’s progression in political science: the double bind, gender devaluation, the ‘chilly climate’, the culture of research and the chronological crunch. The specific causes of these factors and the extent of their impact on women’s status and performance in the discipline have not yet been fully established. A review of the international political science literature, however, reveals a growing dedication both to identifying the key variables impacting on women’s success in political science and to advancing strategies that might improve the status of women in the profession. I suggest that New Zealand’s political science community should make similar commitments in order to more effectively reduce gender gaps in the presence, status and outcomes of female scholars across the discipline.

Pedagogy is fundamental to scholarship of global politics but too often remains unseen. Moreover, when it is seen, it is largely regarded as a narrow epistemological engagement concerned with the transmission of knowledge. We argue that pedagogies should be recognized as an ontological undertaking, shaping how we know, relate, and act. We draw attention to the subversive and generative potential of critical and creative pedagogies to critically interrogate dominant power structures and hegemonic narratives. The purpose of this article is not so much to point International Relations educators toward particular pedagogical practices, but to provoke reflection on what the pedagogies we habitually employ bring into being and what they foreclose. Revealing pedagogies as a source of power encourages intentional pedagogical practices to critique, diversify, and re-story global politics. In the final section of the article, we outline some of the ways we have transformed our pedagogical practices in recent years, paying particular attention to relationality and awareness of place and context.

No abstract

ABSTRACTWikipedia is a powerful tool that reinforces dominant knowledge paradigms, especially those emanating from the Global North. Simultaneously, it has subversive potential to challenge these paradigms, offering a far-reaching platform to voices that have been traditionally marginalized and underserved. Despite this potential, instructors often employ an “abstinence approach” to Wikipedia, telling students to avoid using it in their academic work. This article advocates for active engagement with Wikipedia with the aim of challenging bias resulting from omission or underrepresentation of particular material to develop more diverse, publicly accessible political science content. First, I explain the theoretical objectives of the assignment and describe its structure. Then I reflect on its successes, challenges, and possible modifications.