Introduction: Teaching International Relations in a Time of Disruption and Pandemic

Abstract

In the introduction, the editors begin with a recognition that the volume was completed during the midst of a global pandemic. They argue that in an era of pandemic pedagogy, the insights of the volume are of even more significance. They then turn to focus on two themes that are common to the volume chapters. The first common theme across the volume is a critical pedagogy epistemology which acknowledges that students are central to the advancement of our discipline and to foster their success requires us to consider how the different ways we teach, matter. Such a viewpoint is underpinned by the work of Paulo Friere (Pedagogy of the oppressed. Herder and Herder, 1970) which focuses directly on the question of pedagogy and empowerment. By recognising that students come to the classroom with their own experiences and understandings of the world, Friere (Pedagogy of the oppressed. Herder and Herder, 1970) argues that the power of pedagogy to draw out new possibilities for thinking and theorizing within a discipline becomes evident. The second common theme across the volume is ‘disruption’. All of the authors adopt the idea of disruption as a central theme and this provides for a nuanced set of interpretations that show us that disruption is complex. The volume includes chapters that frame teaching as disruption, the disruption of the discipline through teaching and IR itself as disruption. Several chapters also include discussions of disruptions to teaching IR. The chapter concludes by identifying the value of the volume and focuses on contributions to our unlearning and relearning as a discipline. Readers are invited to reflect on the politics of teaching and also provides models for application in their classrooms. Finally, the editors advocate for an ongoing ethic of care.