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ID:
174043
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| Summary/Abstract |
The last two decades have witnessed growing attention to the “Canadianization” of the field of International Relations. In this article, we forward a novel approach to testing the influence of domestic factors in Canadian International Relations. By analyzing the reading lists of comprehensive examinations from Canadian doctoral programs in International Relations, we can understand the ways in which Canadian institutions’ reading lists construct the hierarchy of the field’s journals. Among these journals, those based in the United States are most frequently assigned, with others hosted in the UK and around Europe. Canadian journals are rarely assigned to reading lists. French-language journals are also rarely assigned to reading lists, even in francophone institutions, and when they are, the journals are much more likely to be hosted in France than in Canada. We offer a series of guiding questions for future consideration of the “Canadianization” of International Relations education in Canada.
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| 2 |
ID:
156204
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| Summary/Abstract |
Innovative teachers of political science have frequently moved beyond the confines of conventional teaching formats to better engage students with the demands of the discipline. In particular, the use of simulations has been proposed as an alternative to passive, lecture-based techniques, and a growing literature examines their value and efficacy. This article contributes to the literature by describing the development of a simulation that draws on the principles of immersive theater in an attempt to maximize participation while encouraging students to think critically about political concepts and ideas.
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| 3 |
ID:
148245
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| Summary/Abstract |
A growing body of scholarship links instructional leadership to effective teaching and learning. This article looks at the ‘what’ of instructional leadership as practised in Swaziland primary schools. A qualitative investigation was undertaken based on individual and focus group interviews conducted at eight primary schools in the Hhohho region of Swaziland. The findings show that demonstrative leadership accompanied by collaborative support and recognition for achievement are important features of an effective instructional leadership programme. The main limitations to optimal learning are the collection of school fees during school hours and balancing English as the language of instruction with preserving the indigenous language. The findings emphasize the importance of mutual effort as the main component of effective teaching and learning.
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| 4 |
ID:
145735
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| Summary/Abstract |
The constitutive effects of teaching activities on the study of international relations (IR) and on the practice of international relations have generated a long-term interest in approaches to teaching and learning in IR. Recently, a cluster of literature has emerged that focuses on critical pedagogy in IR, which questions traditional relations of power, ideas, and norms in the classroom. However, these inquiries have yet to be systematically connected with reflexivity in IR (i.e., the developing awareness of the diversity, production, and positionality of knowledge). This article proposes that critical pedagogies and reflexivity are mutually reinforcing. It argues that applying reflexivity to teaching activities in IR raises awareness about the social conditions enabling the (re)production of specific understandings of the world. To support this proposition, the article presents and evaluates a trial IR seminar inspired by reflexivity. In this trial seminar, three aspects of reflexivity were developed (i.e., theoretical, sociological, and self-reflexivity), each of which supports critical pedagogy. This article explains how these three perspectives were infused into different trial seminar activities, to varying degrees of success. It also evaluates how the development of the reflexive agenda can be of particular benefit to IR scholars, IR students, and critical pedagogy as a whole.
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| 5 |
ID:
163707
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| Summary/Abstract |
This article makes a critique of using Post-Development as a tool in teaching an introductory course in development studies. Such a debate was initiated by Harcourt in a previous issue of Third World Quarterly as she reflected on her teaching experience in a European Institution. Harcourt concludes that the lack of engagement of some of the students in the course reflects the unwillingness of privileged middle-class pupils to challenge western lifestyles. I draw on a critical realist meta-theory about the process of learning in higher education to challenge the ontological support of that conclusion and invite her to reconsider her teaching strategy.
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| 6 |
ID:
138684
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