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Print Price: $213.95

Format:
Hardback
536 pp.
3 illustrations, 171 mm x 248 mm

ISBN-13:
9780197544891

Publication date:
May 2024

Imprint: OUP US

The Oxford Handbook of International Studies Pedagogy

Edited by Heather A. Smith, Mark A. Boyer and David J. Hornsby

Series : Oxford Handbooks

The Oxford Handbook of International Studies Pedagogy brings together world class scholars to describe and analyze a wide array of pedagogical approaches and developments in International Studies. It reflects the extraordinary creativity visible in the ways instructors in International Studies interact, engage, and struggle with the students in their classrooms. The first section of the volume exposes readers to different worldviews, teaching worlds, and methods that enable a more diverse set of considerations when thinking about the international. Chapters in this section demonstrate a set of pedagogical practices that can allow non-western perspectives to emerge and to be valued. This maintains import beyond simply enabling broader literatures, contexts, and experiences to enrich the study of the international-it also is a critical component of adopting a set of humanizing pedagogies where care, inclusion, and compassion are modelled. At the heart of some of the contributions is a recognition that being more thoughtful and engaging of our students in constructing the learning environment is fundamental to enabling a broader set of worldviews and teaching worlds to emerge. The second section of the volume focuses on teaching and learning inside and outside the classroom. The chapters in this section fundamentally talk about strategies, and particular experiences that people have had, and how they relate those experiences either to their own positions or how they have understood them to be effective. While the chapters tend to focus on practice, it is also apparent how contributors embed their work in a set of values around equity, diversity, inclusion, and reconciliation. Ultimately, accepting the way we teach matters, and this volume seeks to empower those teaching international studies to engage their students and prepare them to understand and work within a complicated and challenging international system.

Readership : Scholars, educators, and students of international studies and education

Acknowledgments
About the Volume Editors
List of Contributors
Introduction

Section One: Worldviews and Teaching Worlds

1. Pedagogies for Cultural Change: From Multimodal Learning to Building Theory in International Relations
J. P. Singh

2. Educating for Social Change
Shareen Hertel

3. Feminist Practices in the (Covid-19) Classroom: Reimagining Power, Care, and Inclusivity
Natalie Florea Hudson and Yulianna Otero-Asmar

4. A Pedagogy of Erasure: International Relations and Indigenous Peoples
Hayden King and David P. Thomas

5. De-colonizing the IR classroom: The Indian Case
Ananya Sharma

6. Teaching International Studies Through Folklore and Fairy Tales
Kathryn Starnes

7. Teaching When Conflict is (Not) Elsewhere: The Dissonances of Teaching IR in Northern Ireland
Deepshikha Shahi

8. When Conflict is (Not) Elsewhere: The Dissonances of Teaching IR in Northern Ireland
Heather L. Johnson

9. Queer Pedagogies: Insights for the International Studies Classroom from an International Perspective
Jamie J. Hagen, José Fernando Serrano Amaya, Samuel Ritholtz

10. Teaching Environmental Crises
Jen Iris Allan

11. How to Teach International Studies through Arts: Tools and perspectives beyond James Bond
Frédéric Ramel

12. Pedagogies of Creativity: Attending Seriously to Student Agency in Learning and Teaching
Jamie Frueh

Section Two: Teaching and Learning Inside and Outside the Classroom

13. How Does Learning Space Structure International Studies Programs?
Marijke Breuning

14. Integrating Intercultural Competence into International Studies
Andrea Paras

15. International Relation: Complexity, Creativity, and the Citizen Scholar
James Arvanitakis

16. Beyond Traditional Study Abroad: Alternative International Experiences for Undergraduates
Paul F. Diehl, Carol Cirulli Lanham, Caryn Voskuil

17. Experiential Learning: Challenges and Opportunities
Amy Below

18. Integrating Community-Based Experiential Learning (CBEL) into Educational Design in International Studies: Addressing Old Challenges and Creating New Opportunities After COVID-19
Rebecca Tiessen

19. International Studies, Large Classes, and the Politics of Education
David Hornsby

20. Concretizing International Studies Pedagogy for Undergraduate Students: The Promise of a Capstone Course
Nathan Andrews

21. Learning To Solve Problems: The Happenstance Pedagogue Connecting Theory to Practice
Mark A. Boyer and Scott W. Brown

22. International Studies in Action: A Guide to Using Simulations in Political Science
Charmaine N. Willis, Joseph W. Roberts, and Victor Asal

23. Teaching Methods
Jeremy Youde

24. Online Teaching
Rebecca A. Glazier

25. Social Media and the International Studies Classroom
Leah Carmichael and Amanda Murdie

26. Faculty Reflections on Students as Partners
Heather A. Smith

27. Expelling the Myth of the Average Student by Integrating Inclusive Learning Environments into International Studies Classrooms
Jacqueline De Matos Ala

There are no Instructor/Student Resources available at this time.

Heather A. Smith is a Professor of Global and International Studies at the University of Northern British Columbia in Prince George, B.C, Canada. She is a 3M National Teaching Fellow and is an active scholar in both Canadian foreign policy and the scholarship of teaching and learning.

Mark A. Boyer is Board of Trustees Distinguished Professor at the University of Connecticut. Since 2015, he has served as Executive Director of the International Studies Association, whose headquarters is located at UConn.

David J. Hornsby is a Professor of International Affairs and the Associate Vice-President (Teaching and Learning) at Carleton University, Ottawa Canada. A recognized lecturer, David is a passionate educator and scholar whose work examines Canadian and South African foreign policy as well as the scholarship of teaching and learning.

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