Ulteriori informazioni
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.
Sommario
1.Introduction.- 2.Audiences.- 3.Theories.- 4.Pedagogical Approaches.- 5.Regions.
Info autore
Jamie Frueh is Associate Provost and W. Harold Row Professor of International Studies at Bridgewater College in Virginia, USA.
Jacqui Ala is Associate Professor and the Head of International Relations (IR) at the University of the Witwatersrand in Johannesburg, South Africa.
Michael P. A. Murphy is a Buchanan Postdoctoral Fellow in the Department of Political Studies, Queens University, Kingston, Ontario, Canada.
Paul F. Diehl is Henning Larsen Professor Emeritus of Political Science at the University of Illinois at Urbana-Champaign and Ashbel Smith Professor Emeritus of Political Science at the University of Texas-Dallas.
Riassunto
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.
