The Oxford handbook of international studies pedagogy

• Titel: The Oxford handbook of international studies pedagogy
• Mitwirkende: Smith, Heather A. [HerausgeberIn]
• Mitwirkende: Boyer, Mark A. [HerausgeberIn]
• Mitwirkende: Hornsby, David J. [HerausgeberIn]
• Verf.angabe: edited by Heather A. Smith, Mark A. Boyer and David J. Hornsby
• Verlagsort: New York, NY, USA
• Verlag: Oxford University Press
• E-Jahr: 2024
• Jahr: [2024]
• Umfang: xxxiv, 470 Seiten
• Format: 26 cm
• Gesamttitel/Reihe: Oxford handbooks
• Fussnoten: Includes index
• ISBN: 978-0-19-754489-1
• ISBN: 978-0-19-754492-1
• Schlagwörter: (s)Pädagogik / (s)Politische Bildung / (s)Interkulturelle Erziehung / (s)Internationale Politik / (s)Internationalisierung / (s)Werterziehung
• Dokumenttyp: Aufsatzsammlung
• Sprache: eng
• Bibliogr. Hinweis: Erscheint auch als : Online-Ausgabe: Oxford handbook of international studies pedagogy. - New York : Oxford University Press, [2024] |(DLC)2023040426
• Bibliogr. Hinweis: Erscheint auch als : Online-Ausgabe: The Oxford handbook of international studies pedagogy. - New York, NY : Oxford University Press, 2024. - 1 Online-Ressource
• K10plus-PPN: 1865793272

Abstract

"This volume brings together world class scholars to explore International Studies pedagogy. The first section of the volume focuses on worldviews and teaching worlds. The contributions within this section offer an exposure to different worldviews 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 modeled. 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 their own positions or how they've understood them to be effective. And 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, 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"--