This edited volume builds on recent Scholarship of Teaching and Learning research to showcase a range of teaching and learning approaches in International Relations.
By exploring transformative leaders’ practice, students gain a deeper understanding when, how, and under what conditions political or social transformation takes place.
The question becomes not whether Islam is a threat to stability but whether radicalization within diverse cultures is at the heart of whipping up the very conflict they seek to end.
If we want students to tolerate difference, educators ought to create a space in which students are free to speak their mind and evaluate the ideas of others.
Educators must build strong foundations for critical thinking that is equally attuned to affective and cognitive learning in these times of manufactured uncertainty.
Ongoing and formative assessment is especially valuable for students to observe their own progress and to identify areas for improvement.
Interdisciplinary co-teaching is beneficial because students require knowledge beyond politics if they want to be effective in future study and / or careers.
Today’s students are learning in different ways and instructors have not been paying enough attention to these changes, especially in the area of technology.
We can learn a lot by exploring the signature pedagogies of the study and praxis of IR and by examining how these signature pedagogies improve teaching and learning.
The state is understood to constitute the primary institutions holding sovereign authority. States, however, are no longer standing alone on the hill of sovereignty, which other actors have come to the climb, claiming their own sovereignty vis-à-vis the state.
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