- ホーム
- > 洋書
- > ドイツ書
- > Social Sciences, Jurisprudence & Economy
- > Politics, Society, Work
- > political science
Full Description
This volume asks how we, as International Relations scholars, support our students, and indeed each other, to create classroom spaces that foster the critical curiosity and engagement required to understand and live in a world that feels dangerously disrupted? In an era of globalization, disruption, and pandemic, International Relations educators need to reflect upon how teaching helps constitute the discipline and position our students to contribute to the advancement of International Relations as a discipline and practice. Through exploring innovative approaches to teaching and learning, this volume ensures that International Relations keeps up with the contemporary needs of students and student learning, and takes advantage of the opportunity to advance as a discipline now and in the future. As we move through 'pivots' online and 'transitions' to remote learning in the midst of a pandemic, the need for attention to student learning is only made more prescient and urgent.
Contents
1 Introduction: Teaching International Relations in a Time of Disruption and Pandemic.- 2 Teaching as a form of Disrupting International Relations.- 3 Connecting Feminist theory and Critical Pedagogies: Disrupting Assumptions about Teaching and Canon.- 4 Disruption as Reconciliation: Lessons learned when Students as Partners become Students as Teachers.- 5 Outside the Orthodoxy? The Crisis of IR and the challenge of Teaching Monocultures.- 6 Traditions, Truths, and Trolls: Critical Pedagogies in the Era of fake news.- 7 Relationship of Responsibility: Indigeneity in the IR Classroom.- 8 Beyond the Box: Opportunities and Challenges of Interdisciplinarity in International Studies Pedagogy.- 9 Power and Politics in the Unexpected.- 10 Disruption as Control in International relations Classroom.- 11 Social Innovation in an Era of Globalization and Disruption.- 12 Youth Anxiety and Pathological Security-Seeking in Turbulent times.- 13 Conclusion: Pandemic Pedagogy.
