Further, it elucidates how curriculum choices are shaped by, among other things, the norms of the prevailing socio-political order, as well as the contestations for legitimacy in the field of knowledge.42 43 The pedagogic device models the process of creating educational knowledge.44 It depicts the movement of knowledge from the field of ‘knowledge production’ to the ‘field of knowledge recontextu. [...] It also creates an opportunity for the ideological, the social, and the political milieu of the moment to influence the content and form of a curriculum.57 Here, curriculum designers have the agency to reproduce or challenge the knowledge of their discipline and incorporate or address relevant issues arising both inside and outside the academy. [...] 80 Are we there yet… discipline in acknowledging the necessity of knowledge pluralism in the field of IR theory.63 Further, in these six courses, the discursive gap seemed to facilitate the decision to deviate from the norm of the Western-centric IR theory course. [...] Moreover, the lecturer of Course Four stated that they wanted to convey to students the current “churning” taking place in the discipline as the centrality of Western knowledge was challenged by theories from the GS, 64 All these topics consider IR beyond the West, the complexities of identity, and/or the interaction of different populations across the globe. [...] Analysis of the affordances & constraints to the creation of knowledge-plural IR curricula as identified in the course and interview analyses In the context of this study, the pedagogic device unveils the affordances and constraints to delivering knowledge-plural IR curricula.
- Pages
- 30
- Published in
- Türkiye
