| ID | 115307 |
| Title Proper | Interrogating they |
| Other Title Information | a pedagogy of feminist pluralism in the international relations classroom |
| Language | ENG |
| Author | DeLaet, Debra |
| Publication | 2012. |
| Summary / Abstract (Note) | This essay discusses a pedagogical approach to the teaching of international relations grounded in both a pluralist approach to the study of politics and post-modern feminism. Whereas pluralism helpfully draws attention to the wide range of actors that play a role in world politics and the multiplicity of factors that shape the motivations, identities, and behaviors of these actors, post-modern feminism underscores the fact that actors-and their identities, norms, and interests-are constructed rather than given. In combination, these perspectives encourage students and teachers to focus not only on diversity within and across societies but also on the possibilities for constructing alternative models of politics and for building coalitions across presumed divisions of politics, ideology, culture, gender, and other social markers. The essay provides an overview of strategies for integrating a pedagogy of feminist pluralism in the international relations classroom. |
| `In' analytical Note | International Studies Perspectives Vol. 13, No.3; Aug 2012: p.254-269 |
| Journal Source | International Studies Perspectives Vol. 13, No.3; Aug 2012: p.254-269 |
| Key Words | Pedagogy ; Pluralism ; Post - Modern Feminism ; Gender ; Human Rights |