We must teach transgressively, and we must be ready to be taught transgressively, for the benefit of our discipline, our students, and ourselves.
Because of the (sometimes controversial) topics that I teach, it has relieved tensions for students to know who their professor is via a prepared statement.
State centric power politics and regional hegemony will likely continue to drive student mobility growth and influence.
Jan Lüdert discusses normative practices of appropriateness, challenges to state sovereignty, decision-making in the United Nations, and pedagogies in international relations.
Contrary to the views of its exponents, online teaching neither reduces educational costs nor enhances the learning capacity of students.
We live in a global system that constantly pushes one towards silencing non-Western voices and rendering their contributions invisible.
At their core, English language teachers (and their IR active learning compatriots) believe that more people should be empowered to speak, and should help others find their voice.
It is our pedagogical duty to teach future graduates of IR programs how to be ontologically plural and endow them with the crucial life skill of ontological resilience and versatility.
Texts, letters, and video messages are “objects” only: objects of knowledge that we engage and produce, which also constantly point towards and circle back to life.
This edited volume builds on recent Scholarship of Teaching and Learning research to showcase a range of teaching and learning approaches in International Relations.
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