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Hiding in Plain Sight: Pedagogy and Power

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journal contribution
posted on 2022-09-14, 03:30 authored by Claire TimperleyClaire Timperley, Katherine SchickKatherine Schick
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.

History

Preferred citation

Timperley, C. & Schick, K. (2021). Hiding in Plain Sight: Pedagogy and Power. International Studies Perspectives, 23(2), 113-128. https://doi.org/10.1093/isp/ekab002

Journal title

International Studies Perspectives

Volume

23

Issue

2

Publication date

2021-04-14

Pagination

113-128

Publisher

Oxford University Press (OUP)

Publication status

Published online

Contribution type

Article

Online publication date

2021-04-14

ISSN

1528-3577

eISSN

1528-3585

Language

en