Description
Thinking alongside Escobar (2022), we ask if, and how the university can be reimagined through the lens of radical relationality, and how such imaginations may translate into plural ways of knowing and being that are life-affirming and enable more caring presents and futures. Zooming in on the classroom as a “radical space of possibility” (hooks 1994) that continues to provide opportunities for “relational living” in our times, we begin to tease out the ethical and political orientations of an approach that seeks to re-ground international relations in the richness and poetic ambiguity of lived experience in its specific locations and surroundings. In the context of trying to write a Critical Security Studies textbook that seeks to undertake this labour, we ask what avenues may be available for entering and navigating a disciplinary subfield that help us unlearn forms of atomization and separation, and attune to embodied, integrative and reparative modes of perception and interpretation? What pedagogical resources and practices – for both students and educators – might arise from efforts to understand “life in terms of radical interdependence” as well as to restore and uncover connections beyond established categories that are intrinsic to the fluid, contingent, co-created texture of world politics.
