Re-blogged: Critical pedagogies?

Image from and h/t The Disorder of Things

Re-blogged from The Disorder of Things.

Here’s something interesting:

“It would be strange for anyone to graduate from an IR programme not knowing what ‘Realism’ is (or not knowing the difference between a Carr and a Waltz, or a neo-conservative and a neo-classical). But understanding the state of the discipline isn’t the same thing as foregrounding its self-mythologies. We know, for example, that our current teaching doesn’t reflect the actual distribution of perspectives (recall that 16% of IR scholars call themselves Realists, but 37% of survey respondents use more than a quarter of their introductory courses teaching it). Let us have compulsory courses in the intellectual history of IR, but not a iterated call-and-response in which the critical always comes second. Perhaps this is a generational difference, perhaps one founded on the privilege of never being made to always progress through the ‘American Science’ in any any given argument. Either way, I want to suggest that we stop thinking of teaching as the job of conveying the same sense of embattlement against a Mainstream that frames critical IR’s story of itself. And, in the process, move from unapologetic to militant. To haunt the corridors and panels of that same Mainstream and demand explanations of why there is no empire in their course outlines.”

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