Pedagogical Journeys through World Politics

1. Front Matter

   Pages i-xlii

   PDF

2. Introduction

   • Jamie Frueh

   Pages 1-15

3. Teaching Is Impossible: A Polemic

   • Naeem Inayatullah

   Pages 17-26

4. Pedagogical Micro-communities: Sites of Relationality, Sites of Transformation

   • Kate Schick

   Pages 27-39

5. Time for Class

   • Patrick Thaddeus Jackson

   Pages 41-53

6. Things I’ve Learned from Failure and Friends

   • Kevin C. Dunn

   Pages 55-64

7. Teaching as Service: Losing and Finding My Identity in Global Classrooms

   • Jamie Frueh

   Pages 65-76

8. Confessions of a Teaching Malcontent: Learning to Like What You Do

   • Jennifer Sterling-Folker

   Pages 77-90

9. Teaching in Capitalist Ruins

   • David L. Blaney

   Pages 91-101

10. Pedagogies of Discomfort: Teaching International Relations as Humanitas in Times of Brexit

    • Felix Rösch

    Pages 103-113

11. I Love Teaching: It Is Fun!

    • Rosemary E. Shinko

    Pages 115-126

12. “Come on Down!” Pedagogical Approaches from The Price Is Right

    • Jeremy Youde

    Pages 127-135

13. From Two-Time College Dropout to Full Professor: The Non-traditional Route to Teacher and Mentor

    • Eric K. Leonard

    Pages 137-148

14. Teaching Writing as Social Justice

    • Amy Skonieczny

    Pages 149-158

15. Learning to Teach IR: An Active Learning Approach

    • Jennifer M. Ramos

    Pages 159-169

16. My Metamorphoses as an International Relations Teacher

    • Jacqui de Matos-Ala

    Pages 171-184

17. Oh Yeah, There’s Always Community College

    • Julie Mueller

    Pages 185-195

18. An Individual Odyssey in Teaching International Relations

    • Paul F. Diehl

    Pages 197-208

19. Disciplinary Dungeon Master

    • Marcelo M. Valença

    Pages 209-218

20. Swimming, Not Sinking: Pedagogical Creativity and the Road to Becoming an Effective IR Teacher

    • Gigi Gokcek

    Pages 219-231

This edited volume is a collection of twenty-three autobiographical narratives by successful teachers of global politics and international relations. The diverse contributors (from a variety of institutional contexts, sub-disciplines, and countries) describe their development as teachers, articulate mission statements for their teaching, and link both to pedagogical practices that exemplify their teaching philosophies. Rather than provide specific recipes for authoritative techniques, the essays empower readers as creative developers of their own approaches to teaching global politics. They demonstrate the multiple ways that instructors have grounded deliberate pedagogical designs in a variety of deeper philosophical commitments, and resources are provided to facilitate discussion and collaborative deliberation between groups of readers.

• pedagogy
• world politics
• teaching international relations
• teaching methodology
• evidence based teaching and learning
• academic stories
• teaching excellence
• teaching philosophy

“The place and space of teaching in higher education and international relations, particularly, needs to be given more focus and attention. This book offers an accessible way to encourage early career and established scholars to reflect on their practice. It is rich, funny, reflective, and engaging.” (David J Hornsby, Associate Vice-President, Teaching and Learning, Carleton University, Canada)

“Pedagogical Journeys through World Politics presents a wide range of voices in an engaging collection of essays. It is a well curated collection that makes a valuable, contemporary contribution to the resources available on teaching with purpose in international studies. It should serve as a foundation for critical dialogues on teaching that will inspire current and future members of the academy.” (Jeffrey S. Lantis, Professor of Political Science, The College of Wooster, USA)

“Few, if any faculty, receive formal pedagogical training when they enter the Academy, and are all-too-frequently left to their own devices when teaching for the first time. Some falter, and get stuck; others use each classroom teaching experience—both positive and negative—to reflect on their practice, and to adapt it as needed. In doing so, they become more effective teachers. This book is a wonderful resource for all International Relations and Global Politics faculty whose aim it is to be such effective teachers. It showcases strategies for modifying practices, while recognizing that there is no 'one-size-fits-all' solution when classes do not go according to plan. I highly recommend it.” (Jenny Hadingham, Assistant Director & Lecturer, Center for Excellence in Teaching & Learning, University of Rochester, USA)

• Center for Engaged Learning, Bridgewater College, Bridgewater, USA

  Jamie Frueh

Jamie Frueh is Professor of History and Political Science at Bridgewater College, USA. As Director of the Center for Engaged Learning, he oversees Bridgewater’s interdisciplinary academic programs and four endowed institutes. He runs pedagogy workshops at home and abroad, and is the 2019 recipient of the International Studies Association’s Deborah Gerner Innovative Teaching Award.

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