David J. Hornsby – författare

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.

This volume asks how we, as International Relations scholars, support our students, and indeed each other, to create classroom spaces that foster the critical curiosity and engagement required to understand and live in a world that feels dangerously disrupted?

This volume asks how we, as International Relations scholars, support our students, and indeed each other, to create classroom spaces that foster the critical curiosity and engagement required to understand and live in a world that feels dangerously disrupted?

This edited volume explores institutional responses, equity in open education, and the future of higher education in a post-pandemic world, offering valuable insights into effective pedagogical practices and policy recommendations to sustain the advancements made during the pandemic.

Actively integrating cultural pluralism in developing knowledge and understanding aspires to liberate the learner from existing power structures by fostering a desire to challenge and change the social system in which we live and connects the reality around us and its many problems to the knowledge generation process.