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Pedagogy is fundamental to scholarship of global politics but too often remains unseen. Moreover, when it is seen, it is largely regarded as a narrow epistemological engagement concerned with the transmission of knowledge. We argue that pedagogies should be recognized as an ontological undertaking, shaping how we know, relate, and act. We draw attention to the subversive and generative potential of critical and creative pedagogies to critically interrogate dominant power structures and hegemonic narratives. The purpose of this article is not so much to point International Relations educators toward particular pedagogical practices, but to provoke reflection on what the pedagogies we habitually employ bring into being and what they foreclose. Revealing pedagogies as a source of power encourages intentional pedagogical practices to critique, diversify, and re-story global politics. In the final section of the article, we outline some of the ways we have transformed our pedagogical practices in recent years, paying particular attention to relationality and awareness of place and context.
Pedagogy is fundamental to scholarship of global politics but too often remains unseen. Moreover, when it is seen, it is largely regarded as a narrow epistemological engagement concerned with the transmission of knowledge. We argue that pedagogies should be recognized as an ontological undertaking, shaping how we know, relate, and act. We draw attention to the subversive and generative potential of critical and creative pedagogies to critically interrogate dominant power structures and hegemonic narratives. The purpose of this article is not so much to point International Relations educators toward particular pedagogical practices, but to provoke reflection on what the pedagogies we habitually employ bring into being and what they foreclose. Revealing pedagogies as a source of power encourages intentional pedagogical practices to critique, diversify, and re-story global politics. In the final section of the article, we outline some of the ways we have transformed our pedagogical practices in recent years, paying particular attention to relationality and awareness of place and context.
While power is central to the study of global politics, pedagogy is often under-recognised as a central site of power within the discipline, shaping not only what is studied but who is invited into this scholarly endeavour. We advocate for subversive pedagogies that challenge the status quo by troubling the ‘knowledge-transmission’ model of education that sees learners as passive recipients of knowledge imparted by subject experts. We articulate three key dispositions in our pedagogical practices that allow us to acknowledge how existing power relations structure our teaching and provide alternative frames for learning with our students: slowness, relationality and care. First, we identify the challenges we face working in ‘the academy at speed’, advocating a slower approach to our pedagogical practice. Second, we articulate the central features of relationality and care that can accompany a slower pedagogy, offering new possibilities for how we engage our subject and our students. We finish by tracing these elements of subversive pedagogies across the contributions to this special issue, noting how intentional subversion and attentiveness to time, relationality and care centres the power inherent in pedagogy.
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