Description
This presentation invites to critically assess the perpetuation of racism and colonialism in university education in International relations.
The research presented lies on two main theoretical stances, a postcolonial approach of colonial legacies to better understand the core features of the International system and a decolonial approach of the curriculum to open the possibility of thinking different pedagogical practices in order to overcome the structural injustice perpetuated by these colonial legacies.
In this presentation, I develop an analysis based on two questions:
- How are the issues of race/racism and colonization/decolonization referred to in International Relations programs?
- What can be done to make the teaching of International Relations more accurate historically and more inclusive today in the perspective of reparative futures?
To answer the first question, I present the results of an analysis of all programs (programs titles, courses titles) and (when available) course descriptions and syllabi in International Relations in Belgian Universities.
In order to answer the second question, I develop an argument that both a decolonial approach of the discipline (decolonize the curriculum) and a decolonial approach of the classroom are necessary. The decolonial approach of the classroom invites us, as teachers, to truly engage in an anti-racist and anti-colonial process. It is about engaging with education as a practice of freedom (bell hooks 1994) by contrast to education as oppression (Freire 1968, 1996).
By developing the above mentioned aspects, this presentation contribute to a debate about our collective future and critically engage with some of the key proposals made by the Secretary General (Leave no one behind, Ensure justice) in the suggested frame of a renewed social contract anchored in human rights.
