• Este é um artigo publicado em acesso aberto e distribuído sob os termos da Licença de Atribuição Creative Commons, que permite uso irrestrito, distribuição e reprodução em qualquer meio, desde que o autor e a fonte originais sejam creditados. AbstractThis article problematizes the lack of plurality of knowledges in International Relations theory curricula. The increase in knowledges and scholarship from the South has not seemingly filtered into International Relations theory curricula significantly. Thus Western knowledges still dominates the narrative. It investigates how knowledge structures inherent in the discipline coupled with Western centric ontology and epistemology function to exclude or marginalize knowledge that does not conform to specific criteria. I demonstrate how the third year IR theory curriculum at Wits University, has engaged with discipline's knowledge structures as well as its ontology and epistemology to develop a knowledge plural curricula. Introduction T he aim of this paper is to identify, analyse, and reflect on the complex range of ideas, interests, structures, and decisions that must be navigated in order to develop and deliver a coherent knowledge-plural International Relations (IR) theory curriculum at the University of the Witwatersrand (Wits). It is particularly aimed at investigating how the knowledge structures embedded in the field of IR theory have privileged a very exclusive narrative as to what constitutes "valid knowledge". These mechanisms operate to elevate knowledge emanating from the West over that of the South. Consequently, Western derived knowledge features almost exclusively in IR theory curricula. One only has to consult the numerous IR theory textbooks published for this to become evident. The problem is not the inclusion of Western centric IR

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There is a popular perception that large classes result in low levels of student motivation, satisfaction, and engagement. In International Studies (IS) programs, this suggests a challenge for getting students to understand and connect with complex theoretical concepts used to deconstruct the international system and can affect the overall quality of the academic experience. The present study offers insight into how to cope with large IS classes, promoting student engagement through adjusting teaching and assessment methods. Based on the results of two surveys, the Introduction to International Relations course at the University of the Witwatersrand appears to have been successful in promoting student engagement. Focusing on interactive teaching and assessment strategies that promote critical thinking and instill deep learning offers colleagues presented with large classes a chance to establish a vibrant learning environment.

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