Description
The study of geopolitics has broadened substantially over the last 4 decades. What are now referred to as Orthodox approaches have been subjected to sustained critique leading to the emergence of Critical Geopolitics as a particular program of research and inquiry. This paper aims to explore pedagogical practices for teaching geopolitics to undergraduate students in a social context shaped by new and changing conflict around the world, calls for decolonisation, and neoliberal institutionalism amongst British universities. What should a critically informed curriculum look like? What role should student interest play in course design? What should criticality look like in a new age of conflict dominated by Russia’s invasion of Ukraine and Israel’s impunity in Gaza? Is this any different to teaching geopolitics during the ‘West’s’ War on Terror? What are the most effective ways to foster the key tenets of geopolitical analysis amongst undergraduate students?
