Are We There Yet? A Global Investigation of Knowledge Inclusion in International Relations Theory Curricula

Year 2024, Volume: 13 Issue: 1, 1 - 30, 24.01.2024

Jacqueline De Matos-ala

https://doi.org/10.20991/allazimuth.1420929

Abstract

It is now rather well established that most International Relations (IR) theories are
predicated on Western knowledges. This potentially limits their analytical capacity
to explain international relations beyond Western ideological values or interests.
However, in recent years there has been a substantial increase in scholarship not
only critiquing the Western centric nature of International Relations theory but
also exploring the contributions that knowledges from the global South make to
the field of IR theory. Thus, the status quo is shifting, albeit slowly. Nevertheless,
the impact as well as the implication of this shift toward knowledge plurality for
the IR theory curricula has not been paid adequate attention. Consequently, this
article investigates whether the demand for knowledge plurality in the realm of
IR theory research has made inroads into the arena of pedagogy resulting in
the generation of knowledge plural IR theory curricula. Moreover, it examines
the different choices and interpretations made by educators in endeavouring to
create knowledge plural IR theory curricula in various global contexts. Further, it
endeavours to discern the factors that have informed and/or shaped respondents’
curricula and pedagogical choices pertaining to the selection, structuring and
transmission of IR knowledge at tertiary education institutions in different
geographical contexts. Ultimately, it reflects on the implications of the increase
in knowledge plural curricula for the development of greater knowledge plurality
within the discipline.

Keywords

Global International Relations, decolonisation, International Relations theory, IR theory curricula, knowledge plurality

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