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

Odysseos, Louiza; Pal, Maïa

doi:10.1093/isp/ekx006

Cited by 15 publications

(5 citation statements)

References 68 publications

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“…A reflection on methodologies in HE research is critical because of its focus on university students, a population constantly used as participants for different studies ( Hanel and Vione, 2016 ), and also a population that has been under several injustices following the changes in the higher education system, such as increase of fees, privatisation, etc. ( Odysseos and Pal, 2018 ). The inclusion of group methodologies—similar to the social justice aspects from the intersectional approach—can provide more complexity and nuances to research.…”

Section: Addressing Dandi Paradoxes Through the Iasi Workhop: Opportu...mentioning

confidence: 99%

Gender and social class inequalities in higher education: intersectional reflections on a workshop experience

Fernandez,

Orazzo,

Fry

et al. 2024

Front. Psychol.

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Research about the experiences of underrepresented groups in higher education (HE) demonstrates the persistence of challenges, despite policies and institutional strategies to promote inclusion. Diversity and inclusion policies have been part of the HE agenda for several decades, yet most policies and interventions focus on (a) a given, isolated identity experience (e.g., based solely on gender, social class, or ethnicity) rather than more intersectional approaches to identity; and (b) top-down interventions that do not include participants insights in their design. In this paper, we report a case study of a workshop with students at an elite university that drew on an intersectional approach to social identities (IASI), specifically, looking at gender and social class. We explore three key themes: (a) the importance of group processes, (b) the use of visual techniques, and (c) the institutional tensions and the (de)politicisation of social psychology research. Reflecting on this case study we argue that approaches to identity and inclusion in HE can benefit from intersectionality beyond the use of multi and overlapping identity and social group categories. We argue that research in this space is not neutral and needs to acknowledge researchers’ position about (a) inclusion and diversity, (b) perceptions of participants in research, and (c) the motivation and aims of institutions where the research is conducted. Finally, we discuss the theoretical and practical implications of integrating an intersectional approach within social identity research in HE when focusing on underrepresented groups.

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Section: Addressing Dandi Paradoxes Through the Iasi Workhop: Opportu...mentioning

confidence: 99%

Gender and social class inequalities in higher education: intersectional reflections on a workshop experience

Fernandez,

Orazzo,

Fry

et al. 2024

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…There are also important material constraints inhibiting the diversification of teaching practices. Probation and tenure processes, bound up in the neoliberalisation of universities, have significant impact on curriculum design and delivery (Ettinger, 2020; Odysseos and Pal, 2018). As Knight (2019: 223) writes, ‘including marginalized voices and topics might seem like a risky proposition for a non-tenured professor who is rightfully concerned about teaching evaluations’.…”

Section: Diversificationmentioning

confidence: 99%

Mapping practices and spatiality in IR knowledge production: from detachment to emancipation

Loke¹,

Owen

2021

European Journal of International Relations

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This article conceptualises the variety of approaches taken by International Relations (IR) scholars around the world to dominant forms of knowledge production in IR. In doing so, it advances Global IR debates along two axes: on practices and on spatiality. We argue that binary conceptions are unhelpful and that engagement with knowledge production practices is best captured by a landscape of complexity, requiring a deeper interrogation of positionality, globality and context. Using 26 qualitative interviews with IR academics at institutions in East Asia, South Asia, the Middle East, Eurasia and Africa, we construct a typology comprising seven modes of engagement that capture the conflicted relationships to dominant forms and practices of knowledge production in IR. The typology is intended to highlight the variation, complexity and contextual particularities in global IR knowledge production practices and to enable an interrogation of spatial hierarchies that unsettle conventional geopolitical West/non-West fault-lines.

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“…. reject[ing] the neoliberal model of individualistic and career-driven selves and its consequent disposable "others"' 117 These protests required developing 'critical pedagogies for the international', 118 rather than for the discipline.…”

Section: Be the Crisis You Want To See In The Universitymentioning

confidence: 99%

IR, the Critic, and the World: From Reifying the Discipline to Decolonising the University

Kamola

2020

Millennium: Journal of International Studies

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Why does IR scholarship seem so resistant to travel into other disciplinary spaces? To answer this question, I look at the tendency for scholars within our discipline to talk to the discipline, about the discipline, and for the discipline. We obsess over ‘IR’ and, in doing so, reify IR as a thing. I turn towards Edward Said’s arguments about the worldliness of texts, and how reification shapes how ideas travel. I then provide two illustrations of how scholars have reified IR as a thing: Robert Cox’s approach to critical theory and Amitav Acharya’s call for a ‘Global IR’. In both cases, contrary to expectation, the authors reify IR as a thing, portraying the discipline as distinct from the world. IR is treated as something with agency, ignoring how disciplinary knowledge is produced within worldly institutions. I conclude by looking at three strategies for studying worldly relations in ways that refuse to reify the discipline: showing disloyalty to the discipline, engaging the political economy of higher education, and seeking to decolonise the university. Rather than reifying IR, these strategies help us to engage our scholarly work in a way that prioritises worldly critical engagements within our disciplinary community, and the world.

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

Cited by 15 publications

References 68 publications

Gender and social class inequalities in higher education: intersectional reflections on a workshop experience

Gender and social class inequalities in higher education: intersectional reflections on a workshop experience

Mapping practices and spatiality in IR knowledge production: from detachment to emancipation

IR, the Critic, and the World: From Reifying the Discipline to Decolonising the University

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