I come to this exercise differently. By this I mean that my approach to teaching and learning follows my approach to research – wherein I challenge disciplinary norms for knowledge production. So although my work is situated within International Relations, writ large, and although International Relations is traditionally taught from a detached standpoint, my approach is explicitly normative and embodied in nature as I move away from a positivist pedagogical model. I want to be clear from the beginning, though, that my pedagogy is not about advancing one approach over others; instead, it is about opening students up to different perspectives and to analytical alternatives in International Relations (IR). In this respect, I draw upon Hagmann and Biersteker (2014, p. 294) who argue that the discipline should focus on a classroom in which IR scholars enjoy greater agency about how world politics can be taught, and which perspectives, voices, and experiences are reflected upon.
September 18, 2019
The Engaged Learner Series: Authentic Engagement
For a discussion of three theoretical frameworks that guide my pedagogy, which encapsulates a diversity of perspectives, avoids false universals, and commits to inventive forms of experiential learning, take a listen to this podcast done in conjunction with the NYU SPS Center for Academic Excellence and Support "Engaged Learner Series."