International Relations (IR) Pedagogy, Dialogue and Diversity: Taking the IR Course Syllabus Seriously

Year 2020, Volume: 9 Issue: 2, 267 - 282, 30.06.2020

Nathan Andrews

https://doi.org/10.20991/allazimuth.716687

Cited By: 7

Abstract

The field of International Relations (IR) has experienced different waves of ‘great debates’ that have often maintained certain theoretical and methodological frameworks and perspectives as core to the field whereas others are seen as peripheral and merely a critique of the former. As a result of this segregation of knowledge, IR has not become as open to dialogue and diversity as we are made to believe. To be sure, aspects of the extant literature speak of IR as being ‘not so international’, a ‘hegemonic discipline’, a ‘colonial household’, and an ‘American social science’, among other derogatory names. Informed by such characterizations that depict a field of study that is not sufficiently diverse, the paper investigates the relationship between pedagogical factors and dialogue in IR. In doing so, it provides preliminary results from a pilot study in February-April 2019 that sought to examine different graduate-level IR syllabi from leading universities in the global North and South (Africa in particular). In particular, the objective was to decipher as what extent course design including required readings and other pedagogical activities in the classroom tells us about dialogue and the sort of diversity needed to push IR beyond its conventional canons.

Keywords

IR course syllabi, pedagogy, dialogue, diversity, Western/non-Western

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