How Can Reflexivity Inform Critical Pedagogies? Insights from the Theory versus Practice Debate 1

Stakeholder engagement in a sustainable sales and operations planning process

“…The typical progression of change events in a life‐cycle model is a unitary sequence that follows a single sequence of stages or phases—leading to growth or decline (Van de Ven, 2013). Organizational growth occurs when the sequence of stages are cumulative and predetermined (Grenier, 2016; Kimberly & Miles, 1980; Lacoursiere, 1980; Nisbet, 1970). Characteristics acquired in earlier stages are built upon in later stages, with each stage being related as it derives from a common underlying process (Van de Ven & Poole, 1995).…”

The IR of the Beholder: Examining Global IR Using the 2014 TRIP Survey

“…Authors in this literature enrich their narrative reports with quantitative and qualitative data about publishing practices, providing evidence for the low level of representation and impact of non-Western scholars in international journals (Aydinli and Mathews 2000). Moreover, the analysis of graduate curricula and syllabi illustrate both local patterns and global trends in IR scholarship (Hagmann and Biersteker 2014;Colgan 2016;Grénier 2015). Finally, citations have become an increasingly popular form of evidence for studying Global IR.…”

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

“…Our concrete engagement with a student occupation that focused on questioning disposability highlights our rejoinder to emergent calls for critical pedagogies of the international: we argue that it is important that such calls acknowledge, engage with, and further enhance, students' own attempts to critically understand their subject-positions as activists, thinkers and citizens, away from exclusively self-centred career achievements as the very purpose of neoliberal university education. We propose that greater attentiveness to students' processes of reflexive selfformation can importantly enhance existing efforts in critical studies of education and pedagogy to revitalize, direct and reshape student political conduct (Grenier 2016) without colonizing such attempts. We argue that endeavors to forge a new pedagogy best emerge alongside, and are informed by, students' initiatives that speak of their ethicopolitical conduct towards others and themselves in a complex transgression of the imperatives of self-interest and self-responsibility (McNay 2009).…”