September 18, 2019

The Engaged Learner Series: Authentic Engagement

By Dr. Lisa Samuel, DAUS Academic Director and Clinical Assistant Professor of Social Sciences

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.

Dr. Lisa Samuel

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."

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