Thinking past ‘Western’ IR?

Bilgin, Pınar

doi:10.1080/01436590701726392

Cited by 241 publications

(122 citation statements)

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“…Alternatively, it is possible to overdo 'difference': Africans don't always view things differently, and it is important to recognise similarity, rather than continually looking for disrupting narratives in Africa (Bilgin, 2008).…”

Section: Should We Prioritise African Voices?mentioning

confidence: 99%

Teaching Africa and international studies: Forum introduction

et al. 2016

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1 This forum was born out of a set of workshops on 'Teaching Africa and International Studies', funded by the UK's Higher Education Academy, the British International Studies Association Working Group for Africa and International Studies, and our home institutions -the University of Cambridge, Royal Holloway University of London, and the University of Cape Town. We are very grateful for the support of all these institutions. We are even more indebted to the many participants and paper-givers from several continents who attended, physically and virtually, offering up their thoughts, questions and experiences of teaching 'Africa' in international studies. AbstractAfrica has often been defined and represented by outsiders. In International Studies, the continent is frequently viewed as peripheral and uninteresting. This is clearly a problem, and an increasingly apparent one as the number of courses on Africa and IS grow, both in Africa and beyond. Many academics who run these courses are keen to challenge the continent's traditional marginalisation and perceived dependency, but they are limited by the resources available to them, and the fact that many are establishing new courses from scratch. This article outlines some of the key debates around teaching Africa and IS, setting the scene for the articles that follow. This is the Accepted

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Section: Should We Prioritise African Voices?mentioning

confidence: 99%

Teaching Africa and international studies: Forum introduction

et al. 2016

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“…We would however argue that there are other ways of approaching the development/international politics nexus and that China-Africa relations offer the opportunity for de-centring the West from accounts of global politics and looking more closely at the 'entwining' of knowledges (as many post-colonial theorists have urged). In developing the critique of the likes of Dunn, Bilgin 38 argues that these laudable attempts to insert the periphery into IR are based on a reversal of 'Western' theorising. Bilgin argues that such attempts should not limit their task to looking beyond the spatial confines of the 'West' in search for insight understood as 'difference', but also ask awkward questions about the 'Westernness' of ostensibly 'Western' approaches to world politics and the 'nonWesternness' of others 39 .…”

Section: Ir Africa and The Virtue Of Hybrid Theoriesmentioning

confidence: 99%

Towards a Critical Geopolitics of China's Engagement with African Development

Power

Mohan

2010

Geopolitics

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“…The scholarly effects of experiencing oneself as belonging to a particular scholarly community are increasingly being investigated (see Bilgin 2008;Epstein 2011;Hallward 2010). Beyond the confines of disciplinary pressures, autoethnographic scholars in political science and international relations have brought the question of personal subjectivity more recently to the fore (Inayatullah 2011; Löwenheim 2010).…”

Section: Ps • January 2014mentioning

confidence: 99%

Blogging Identities on Israel/Palestine: Public Intellectuals and Their Audiences

Sucharov

Sasley

2013

APSC

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Drawing on our research and blogging on Israel and the Israeli-Palestinian conflict, we make three claims about the role of scholar-bloggers in the social media age. First, as scholar-bloggers with some degree of ethno-national attachments related to our area of expertise, we contend that we are well positioned to issue the kinds of critiques that may resonate more deeply due to the very subjectivity that some perceive as a liability. Second, through the melding of scholarly arguments with popular writing forms, scholar-bloggers are uniquely poised to be at the forefront of public engagement and political literacy both with social media publics and with students. Third, the subjectivity hazard is an intrinsic part of any type of research and writing, whether that writing is aimed at a scholarly audience or any other, and should not be used as an argument against academic involvement in social media. Ultimately, subjectivities of both consumers and producers can evolve through these highly interactive media, a dynamic that deserves further examination.T he explosion of social media in the last half decade has raised a number of questions about the place of academics in the digital sphere, especially those engaged in the fields of politics and international affairs. For many active citizens, academics included, social media-including blogs, Twitter, and even Facebook-is now the default channel for consuming, discussing, and analyzing news and current events. Increasingly, scholars active in these arenas contend that they are an effective means of teaching, research, and dissemination of knowledge (Carpenter and Drezner 2010;Pressman 2012;Sides 2011). Similarly, surveys of the discipline indicate that academics are coming to believe that blogging should count toward tenure and promotion decisions alongside traditional publications (Long et al. 2012, 64, 69). 1 Writing in PS as a response to John Sides (2011), Robert Farley (2013) has reflected on the growing acceptance of blogging as legitimate political science. While he agrees that the discipline should provide "incentives" for faculty members who blog (e.g., tenure and promotion), Farley argues that trying to fold blogging too much into the discipline's existing structures runs the risk of imposing rigid conditions and qualifications on bloggers that undermine the very benefits inherent in the nature of blogging (and, in our view, by extension tweeting, writing op-eds, and other social media engagement).We share Farley's view. But including blogging and other social media activity as "legitimate" political science scholarship opens the door to another possible concern, which, while it is has always been present in more traditional publishing venues, may be intensified by these nontraditional activities: the intrusion of a scholar's own nonacademic identity (whether ethnic, religious, racial, gender, or simply ideological leanings) into the give-and-take that marks social media activity.Whereas some people might argue that blogging and other social medi...

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Thinking past ‘Western’ IR?

Cited by 241 publications

References 10 publications

Teaching Africa and international studies: Forum introduction

Teaching Africa and international studies: Forum introduction

Towards a Critical Geopolitics of China's Engagement with African Development

Blogging Identities on Israel/Palestine: Public Intellectuals and Their Audiences

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