Teaching gender within International Relations: Experiences from a Brazilian University Classroom
In this article I propose to reflect upon my classroom experiences and didactical practices teaching gender and international relations (IR) at the University of Brasília. The empirical examples will be drawn from two undergraduate courses: theory of international relations and international relati...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | article |
| Lenguaje: | DA EN NB SV |
| Publicado: |
The Royal Danish Library
2017
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/2af80ff75599415c88d026e5dffba5ce |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| id |
oai:doaj.org-article:2af80ff75599415c88d026e5dffba5ce |
|---|---|
| record_format |
dspace |
| spelling |
oai:doaj.org-article:2af80ff75599415c88d026e5dffba5ce2021-12-01T00:05:53ZTeaching gender within International Relations: Experiences from a Brazilian University Classroom10.7146/kkf.v25i1.970662245-6937https://doaj.org/article/2af80ff75599415c88d026e5dffba5ce2017-09-01T00:00:00Zhttps://tidsskrift.dk/KKF/article/view/97066https://doaj.org/toc/2245-6937 In this article I propose to reflect upon my classroom experiences and didactical practices teaching gender and international relations (IR) at the University of Brasília. The empirical examples will be drawn from two undergraduate courses: theory of international relations and international relations of the Middle East. The main issue that I am addressing in this article is the students’ resistance to the study of gender within IR. Part of the problem rests within the structure of the mainstream discipline as the latter tends to over focus on the systemic level of analysis, a theoretical abstraction that renders women (and people in general) invisible. Given that IR students typically become our future diplomats and civil servants, training in foreign policy must not be allowed to rest on depersonalised state relations, which will at best deliver unidirectional and simplistic views of the world. To that end, I propose a set of topics, literature and pedagogical practices of how to mainstream gender into a general IR discipline. The main points underlying this proposal are to emotionally engage students by carefully selecting which IR topics to study and to decrease the level of abstraction by utilizing real-life up-to-date case studies and examples. Vânia Carvalho PintoThe Royal Danish LibraryarticleSocial SciencesHDAENNBSVKvinder, Køn & Forskning, Vol 25, Iss 1 (2017) |
| institution |
DOAJ |
| collection |
DOAJ |
| language |
DA EN NB SV |
| topic |
Social Sciences H |
| spellingShingle |
Social Sciences H Vânia Carvalho Pinto Teaching gender within International Relations: Experiences from a Brazilian University Classroom |
| description |
In this article I propose to reflect upon my classroom experiences and didactical practices teaching gender and international relations (IR) at the University of Brasília. The empirical examples will be drawn from two undergraduate courses: theory of international relations and international relations of the Middle East. The main issue that I am addressing in this article is the students’
resistance to the study of gender within IR. Part of the problem rests within the structure of the mainstream discipline as the latter tends to over focus on the systemic level of analysis, a theoretical abstraction that renders women (and people in general) invisible. Given that IR students typically become our future diplomats and civil servants, training in foreign policy must not be allowed to rest on depersonalised state relations, which will at best deliver unidirectional and simplistic views of the world. To that end, I propose a set of topics, literature and pedagogical practices of how to mainstream gender into a general IR discipline. The main points underlying this proposal are to emotionally engage students by carefully selecting which IR topics to study and to decrease the level of abstraction by utilizing real-life up-to-date case studies and examples.
|
| format |
article |
| author |
Vânia Carvalho Pinto |
| author_facet |
Vânia Carvalho Pinto |
| author_sort |
Vânia Carvalho Pinto |
| title |
Teaching gender within International Relations: Experiences from a Brazilian University Classroom |
| title_short |
Teaching gender within International Relations: Experiences from a Brazilian University Classroom |
| title_full |
Teaching gender within International Relations: Experiences from a Brazilian University Classroom |
| title_fullStr |
Teaching gender within International Relations: Experiences from a Brazilian University Classroom |
| title_full_unstemmed |
Teaching gender within International Relations: Experiences from a Brazilian University Classroom |
| title_sort |
teaching gender within international relations: experiences from a brazilian university classroom |
| publisher |
The Royal Danish Library |
| publishDate |
2017 |
| url |
https://doaj.org/article/2af80ff75599415c88d026e5dffba5ce |
| work_keys_str_mv |
AT vaniacarvalhopinto teachinggenderwithininternationalrelationsexperiencesfromabrazilianuniversityclassroom |
| _version_ |
1718406129908711424 |