Jamie Frueh – författare

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.

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.

The Palgrave Handbook on the Pedagogy of International Relations Theory is a collection that explores how best to teach the systems of thought that organize the study of international relations and global politics. All chapters document and advance intradisciplinary conversations about the challenge of helping students understand the nuances of IR theory. Authors document strategies they have successfully applied to that challenge in a variety of contexts and encourage readers to creatively adapt to the challenges of their own pedagogical contexts. The handbook is organized around four themes – teaching theory for particular audiences and classroom contexts, tips for teaching specific theories, an exploration of pedagogical approaches to teaching theory, and pedagogical considerations specific to courses in geographic regions.

Explores issues of political identity and the social changes that ended apartheid in South Africa.Political Identity and Social Change builds upon the constructivist theory of political identity to explore the social changes that accompanied the end of apartheid in South Africa. To gain a better understanding of how structures of identity changed along with the rest of South Africa's institutions, Frueh analyzes three social and political conflicts: the Soweto uprisings of 1976, the reformist constitutional debates of 1983–1984, and post-apartheid crime. Analyzing these conflicts demonstrates how identity labels function as structures of social discourse, how social activity is organized through these structures, and how both the labels and their power have changed during the course of South Africa's transition. In this way, the book contributes not only to the study of South African society, but also provides lessons about the relationship between identity and social change.