Description
A now rich body of pedagogical literature in International Relations explores the various unique opportunities presented by creative and arts-based teaching and assessment. However, this literature has often focused on positioning these tools as normatively valuable by appealing to wider debates on EDI, decolonising the curriculum, and UDL amongst other issues. Given the wide-ranging challenges posed to Higher Education by AI, workable models for authentic and creative pedagogies are more necessary than ever. This paper responds by providing a framework to translate the reflexive, emotive, and visual elements of artefacts produced in the IR classroom into marking criteria categories. Drawing from our experiences embracing creative pedagogies such as photography, collage-making, zine-making, and creative writing in varying student cohorts, we propose a marking grid aimed at IR educators. In doing so, our intervention demonstrates that arts-based and authentic assessments can be used as practical tools for engaging students in embodied/affective forms of learning which subvert traditional understandings of IR in productive ways.
