Description
Reflections on the discipline of International Relations (IR) and its future have significant implications for the pedagogy of IR. Whilst scholarship on the study of Global IR presents important contributions to understanding the past, present and future of the discipline through its critical reflections of the diverse foundations of IR (see Acharya and Buzan, 2019), it is only more recently that research has been examining the pedagogical impact of Global IR on the discipline (see Ettinger, 2023). This paper aims to contribute to this scholarship on IR pedagogy and Global IR through analysing the relationship between knowledge and pedagogy in the teaching and learning of IR. It argues that proposing, and addressing, questions on the future of international studies and Global IR pedagogy necessitates that both educators and students as co-creators of IR knowledge, learning and practice are reflexive on what we know about the discipline of International Relations, how we know it and how this informs the teaching and scholarship of the discipline. Reflections on these questions brings attention to the critical role of pedagogy in interpreting, learning, and teaching the past, present and future of international studies. This paper aims to provide an assessment of these questions in the context of a critical engagement with the teaching and scholarship of Global IR.
