Suchergebnisse

It is now rather well established that most International Relations (IR) theories are
predicated on Western knowledges. This potentially limits their analytical capacity
to explain international relations beyond Western ideological values or interests.
However, in recent years there has been a substantial increase in scholarship not
only critiquing the Western centric nature of International Relations theory but
also exploring the contributions that knowledges from the global South make to
the field of IR theory. Thus, the status quo is shifting, albeit slowly. Nevertheless,
the impact as well as the implication of this shift toward knowledge plurality for
the IR theory curricula has not been paid adequate attention. Consequently, this
article investigates whether the demand for knowledge plurality in the realm of
IR theory research has made inroads into the arena of pedagogy resulting in
the generation of knowledge plural IR theory curricula. Moreover, it examines
the different choices and interpretations made by educators in endeavouring to
create knowledge plural IR theory curricula in various global contexts. Further, it
endeavours to discern the factors that have informed and/or shaped respondents'
curricula and pedagogical choices pertaining to the selection, structuring and
transmission of IR knowledge at tertiary education institutions in different
geographical contexts. Ultimately, it reflects on the implications of the increase
in knowledge plural curricula for the development of greater knowledge plurality
within the discipline.

There is a popular perception that large classes result in low levels of student motivation, satisfaction, and engagement. In International Studies (IS) programs, this suggests a challenge for getting students to understand and connect with complex theoretical concepts used to deconstruct the international system and can affect the overall quality of the academic experience. The present study offers insight into how to cope with large IS classes, promoting student engagement through adjusting teaching and assessment methods. Based on the results of two surveys, the Introduction to International Relations course at the University of the Witwatersrand appears to have been successful in promoting student engagement. Focusing on interactive teaching and assessment strategies that promote critical thinking and instill deep learning offers colleagues presented with large classes a chance to establish a vibrant learning environment. Adapted from the source document.