Mark A. Boyer – 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.

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.

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.

"The authors'' carefully crafted analysis will influence thought and the policy debate on the tradeoff between unilateralism and multilateralism for decades to come." -Todd Sandler, Robert R. and Katheryn A. Dockson Professor of International Relations & Economics, University of Southern California "Boyer and Bobrow''s well-written, data-rich analysis of such pressing issues as development assistance, debt management, UN peacekeeping, and environmental protection makes Defensive Internationalism a highly original and provocative contribution to the study of global governance." -Yale H. Ferguson, Co-Director, Center for Global Change and Governance, Rutgers University

In this pathbreaking study, authors Davis B. Bobrow and Mark A. Boyer argue for "muted optimism" about the future of international cooperation. Leaders of a growing movement that integrates constructivism into traditional international studies concepts and methods, Bobrow and Boyer analyze four key international issues: development cooperation, debt management, peacekeeping operations, and environmental affairs. Their approach integrates elements of public goods theory, identity theory, new institutionalism, and rational choice. Defensive Internationalism is a well-written, creative and coherent synthesis of ideas that have up to now been considered irreconcilable. It is appropriate for upper-level undergraduate and graduate students in international relations, conflict studies, and political economy, and promises to become a foundational work in its field.

Davis B. Bobrow is Professor of Public and International Affairs and Political Science at the University of Pittsburgh.

Mark A. Boyer is Professor of Political Science at the University of Connecticut.

"The authors' carefully crafted analysis will influence thought and the policy debate on the tradeoff between unilateralism and multilateralism for decades to come."-Todd Sandler, Robert R. and Katheryn A. Dockson Professor of International Relations & Economics, University of Southern California"Boyer and Bobrow's well-written, data-rich analysis of such pressing issues as development assistance, debt management, UN peacekeeping, and environmental protection makes Defensive Internationalism a highly original and provocative contribution to the study of global governance."-Yale H. Ferguson, Co-Director, Center for Global Change and Governance, Rutgers UniversityIn this pathbreaking study, authors Davis B. Bobrow and Mark A. Boyer argue for "muted optimism" about the future of international cooperation. Leaders of a growing movement that integrates constructivism into traditional international studies concepts and methods, Bobrow and Boyer analyze four key international issues: development cooperation, debt management, peacekeeping operations, and environmental affairs. Their approach integrates elements of public goods theory, identity theory, new institutionalism, and rational choice. Defensive Internationalism is a well-written, creative and coherent synthesis of ideas that have up to now been considered irreconcilable. It is appropriate for upper-level undergraduate and graduate students in international relations, conflict studies, and political economy, and promises to become a foundational work in its field.Davis B. Bobrow is Professor of Public and International Affairs and Political Science at the University of Pittsburgh.Mark A. Boyer is Professor of Political Science at the University of Connecticut.

The process of negotiation, standing as it does between war and peace in many parts of the globe, has never been a more vital process to understand than in today's rapidly changing international system. Students of negotiation must first understand key IR concepts as they try to incorporate the dynamics of the many anomalous actors that regularly interact with conventional state agents in the diplomatic arena. This hands-on text provides an essential introduction to this high-stakes realm, exploring the impact of complex multilateralism on traditional negotiation concepts such as bargaining, issue salience, and strategic choice. Using an easy-to-understand board game analogy as a framework for studying negotiation episodes, the authors include a rich array of real-world cases and examples to illustrate key themes, including the intensity of crisis situations for negotiators, the role of culture in communication, and the impact of domestic-level politics on international negotiations. Providing tools for analyzing why negotiations succeed or fail, this innovative text also presents effective exercises and learning approaches that enable students to understand the complexities of negotiation by engaging in the diplomatic process themselves.