Suchergebnisse

Responding to bell hooks' call to 'Be Here Now', I argue that paying close attention to the present enables us to render visible the ways in which we are implicated in systemic injustices. I explore how refusal is a promising frame through which to enact worlds that feminists want to live in, showing how everyday acts of refusal have the potential to bring alternative worlds into being. To make this argument, I identify four distinct modes of refusal that might serve to positively construct feminist futures in the now: 1) social and affiliative refusal, 2) embodied refusal, 3) slow refusal and 4) imaginative refusal. While these four forms are not an exhaustive account of the different forms of refusal, they are each powerful in the context of feminist futures, drawing on central concepts of feminist thought: care and relationships, situated knowledge and bodies, time as a feminist concern and the importance and value of wonder as central to feminist thought. I argue that in the context of patriarchal, capitalist and colonial systems, systems that serve the interests of few and dominate the majority, these modes of refusal serve to puncture the settled status quo, simultaneously offering a glimpse into feminist futures while enacting them in the present. I conclude by reiterating that feminist futures benefit from being closely attuned to our present, and that a politics of refusal might enable us to penetrate colonial, patriarchal and capitalist systems by reimagining and acting on alternative visions in the now.

ABSTRACTWikipedia is a powerful tool that reinforces dominant knowledge paradigms, especially those emanating from the Global North. Simultaneously, it has subversive potential to challenge these paradigms, offering a far-reaching platform to voices that have been traditionally marginalized and underserved. Despite this potential, instructors often employ an "abstinence approach" to Wikipedia, telling students to avoid using it in their academic work. This article advocates for active engagement with Wikipedia with the aim of challenging bias resulting from omission or underrepresentation of particular material to develop more diverse, publicly accessible political science content. First, I explain the theoretical objectives of the assignment and describe its structure. Then I reflect on its successes, challenges, and possible modifications.

Subversive Pedagogies draws attention to creative and critical pedagogies as a resource for engaging pressing problems in global politics. The collection explores the radical potential of pedagogy to transform students, scholars, citizens and institutions. It brings together scholars and students from a range of disciplinary backgrounds, including international relations, political science, indigenous studies, feminist theory and theatre studies, as well as practitioners in theatre and the arts. These diverse voices explore innovative pedagogical practices that extend our understanding of where pedagogy happens, invite critical assessment of the ways the neoliberal university shapes and restricts pedagogical engagement, and offer both theoretical and practical tools to explore more creative and broader understandings of what pedagogy can and should do"--

Pedagogy is fundamental to scholarship of global politics but too often remains unseen. Moreover, when it is seen, it is largely regarded as a narrow epistemological engagement concerned with the transmission of knowledge. We argue that pedagogies should be recognized as an ontological undertaking, shaping how we know, relate, and act. We draw attention to the subversive and generative potential of critical and creative pedagogies to critically interrogate dominant power structures and hegemonic narratives. The purpose of this article is not so much to point International Relations educators toward particular pedagogical practices, but to provoke reflection on what the pedagogies we habitually employ bring into being and what they foreclose. Revealing pedagogies as a source of power encourages intentional pedagogical practices to critique, diversify, and re-story global politics. In the final section of the article, we outline some of the ways we have transformed our pedagogical practices in recent years, paying particular attention to relationality and awareness of place and context.