Innovating International Relations Pedagogy

Parisi, Laura; Allison, Juliann Emmons; Aragon, Janni; DeLaet, Debra L.; Penttinen, Elina; Rytkønen, Helle; Schemenauer, Ellie C.; Sharoni, Simona; Smith, Heather A.

doi:10.1080/14616742.2013.819693

Cited by 14 publications

(9 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Previously dominated by questions of representation, IR's pedagogical efforts increasingly emphasize emancipation. Folklore has much to offer this commitment to 'transgressive teaching' (Parisi et al, 2013). Teaching intended to, following hooks, help students identify the silences and exclusions of mainstream IR proliferates (Parisi et al, 2013;Ling, 2014;Barr, 2018;Koomen, 2019).…”

Section: Stumbling Blocksmentioning

confidence: 99%

“…Folklore has much to offer this commitment to 'transgressive teaching' (Parisi et al, 2013). Teaching intended to, following hooks, help students identify the silences and exclusions of mainstream IR proliferates (Parisi et al, 2013;Ling, 2014;Barr, 2018;Koomen, 2019). This teaching often challenges myths or (re)introduces voices but does not consider how these and other marginalisations are reproduced through pedagogical practice.…”

Section: Stumbling Blocksmentioning

confidence: 99%

See 1 more Smart Citation

The case for creative folklore in pedagogical practice

Starnes

2021

Art &Amp; The Public Sphere

View full text Add to dashboard Cite

The political question of who can produce knowledge and how we delineate epistemological standards without reproducing epistemic marginalization is central to critical pedagogy in international relations (IR) scholarship. While critical pedagogies often attempt to enact an emancipatory agenda, they largely rely on the educator as knowledge (re)producer and student as passive consumer, with little to say on what it means to be emancipated, the oppressions at stake or the means of enacting this project. Drawing on Simon Bronner’s definition of folklore, this article explores folklore as a creative practice allowing us to explore who the ‘folk’ are in the process of teaching and how we constitute disciplinary ‘lore’ to incite students to revise and reflect on disciplinary boundaries. The article focuses on IR pedagogy as a creative practice, arguing that deploying a folklore lens allows us to challenge the uncritical reproduction of disciplinary boundaries.

show abstract

Section: Stumbling Blocksmentioning

confidence: 99%

Section: Stumbling Blocksmentioning

confidence: 99%

The case for creative folklore in pedagogical practice

Starnes

2021

Art &Amp; The Public Sphere

View full text Add to dashboard Cite

show abstract

“…The discipline of International Relations (IR) has increasingly paid attention to critical pedagogical (CP) perspectives, mainly because critical approaches in IR have successfully raised their voices and ascertained their critical position in relation to power, both in the discipline and in the classroom. Therefore, it is not surprising that postcolonial, feminist, and poststructuralist IR scholarship have been the main addressees of critical pedagogical methods (Mohanty 1989and 1990, Hovey 2004, Chowdhry 2007, DeLaet 2012, Parisi et al 2013, Odysseos and Pal 2017. According to critical approaches in IR, teaching is imbued with politics; how the subject is taught and how the classroom is organised are performances where power hierarchies are challenged or reproduced.…”

mentioning

confidence: 99%

“…CP of CSS is not about promoting one criti-cal approach over another, but about opening students up to analytical, ethical and political alternatives in the politics of security. Deriving from the literature on critical pedagogical practices in postcolonial and/or feminist IR (Mohanty 1989, 1990, Brydon 2004, Danielzik and Bendix 2013, Routley 2016, DeLaet 2012, Parisi et al 2013, the present analysis asks how a scholar of CSS can contribute to the production of a political subjectivity in the classroom that would critically reflect on the politics of security where power interacts with notions and practices of security. As this is an explicitly ethical and political objective, the analysis is derived from the ongoing discussion within the discipline about how IR should be taught in order to challenge the exclusionary, violent, and oppressive relations and structures in world politics, where multiple selves and multiple others interact locally as well as globally.…”

mentioning

confidence: 99%

Toward a Pedagogy for Critical Security Studies: Politics of Migration in the Classroom

Bilgiç

Dhami²,

Önkal

2018

International Studies Perspectives

View full text Add to dashboard Cite

International Relations (IR) has increasingly paid attention to critical pedagogy. Feminist, postcolonial and poststructuralist IR scholarship, in particular, have long been advancing the discussions about how to create a pluralist and democratic classroom where 'the others' of politics can be heard by the students, who can critically reflect upon complex power relations in global politics. Despite its normative position, Critical Security Studies (CSS) has so far refrained from joining this pedagogical conversation. Deriving from the literatures of postcolonial and feminist pedagogical practices, it is argued that an IR scholar in the area of CSS can contribute to the production of a critical political subject in the 'uncomfortable classroom', who reflects on violent practices of security. Three pedagogical methods will be introduced: engaging with the students' lifeworlds, revealing the positionality of security knowledge claims, and opening up the classroom to the choices about how the youth's agency can be performed beyond the classroom. The argument is illustrated through the case of forced migration with specific reference to IR and Politics students' perceptions of Syrian refugees in Turkey. The article advances the discussions in critical IR pedagogy and encourages CSS scholarship to focus on teaching in accordance with its normative position.

show abstract

“…For a more detailed discussion of disposability, please see(Wacquant 1996;Wacquant 2007;Khanna 2009;Tadiar 2013;Odysseos 2015). 2 This is despite the longstanding critical 'traditions' aimed at normative engagement, critique of oppression, and social change and political transformation(Parisi et al 2013;Hovey 2004).…”

mentioning

confidence: 99%

Toward Critical Pedagogies of the International? Student Resistance, Other-Regardedness, and Self-Formation in the Neoliberal University

Odysseos

Pal

2017

International Studies Perspectives

View full text Add to dashboard Cite

Toward critical pedagogies of the international? Student resistance, otherregardedness and selfformation in the neoliberal university Article (Accepted Version) http://sro.sussex.ac.uk Odysseos, Louiza and Pal, Maïa (2018) Toward critical pedagogies of the international? Student resistance, other-regardedness and self-formation in the neoliberal university. International Studies Perspectives, 19 (1). pp. 1-26.

show abstract

Innovating International Relations Pedagogy

Cited by 14 publications

References 2 publications

The case for creative folklore in pedagogical practice

The case for creative folklore in pedagogical practice

Toward a Pedagogy for Critical Security Studies: Politics of Migration in the Classroom

Toward Critical Pedagogies of the International? Student Resistance, Other-Regardedness, and Self-Formation in the Neoliberal University

Contact Info

Product

Resources

About