How Can Reflexivity Inform Critical Pedagogies? Insights from the Theory versus Practice Debate
How Can Reflexivity Inform Critical Pedagogies? Insights from the Theory versus Practice Debate
复制标题
反身性如何为批判性教学提供信息？
DOI：
10.1093/isp/ekv006
复制
发表时间：
2016
影响因子：
2.4
通讯作者：
F. Grenier
中科院分区：
文献类型：
--
作者：
F. Grenier
教学活动对国际关系研究和国际关系实践的结构性影响引起了人们对国际关系教学方法的长期兴趣。最近，出现了一批关注国际关系中批评教育学的文献，这些文献质疑课堂上传统的权力、观念和规范之间的关系。然而，这些调查尚未与信息检索中的反身性(即对知识的多样性、产出性和方位性的不断发展的意识)系统地联系起来。本文认为，批判性教学和反思性是相辅相成的。它认为，将反身性应用到IR的教学活动中，可以提高人们对社会条件的认识，使人们能够(重新)产生对世界的具体理解。为了支持这一命题，本文提出并评价了一个受反身性启发的试探性IR研讨会。在这次试验性研讨会中，反身性的三个方面(即理论、社会学和自我反身性)得到了发展，每一个方面都支持批判性教育学。本文解释了这三种观点如何被注入到不同的试办研讨会活动中，并取得了不同程度的成功。它还评估了反身性议程的发展如何能够为国际关系学者、国际关系学生和整个批评教育学带来特别的好处。
The constitutive effects of teaching activities on the study of international relations (IR) and on the practice of international relations have generated a long-term interest in approaches to teaching and learning in IR. Recently, a cluster of literature has emerged that focuses on critical pedagogy in IR, which questions traditional relations of power, ideas, and norms in the classroom. However, these inquiries have yet to be systematically connected with reflexivity in IR (i.e., the developing awareness of the diversity, production, and positionality of knowledge). This article proposes that critical pedagogies and reflexivity are mutually reinforcing. It argues that applying reflexivity to teaching activities in IR raises awareness about the social conditions enabling the (re)production of specific understandings of the world. To support this proposition, the article presents and evaluates a trial IR seminar inspired by reflexivity. In this trial seminar, three aspects of reflexivity were developed (i.e., theoretical, sociological, and self-reflexivity), each of which supports critical pedagogy. This article explains how these three perspectives were infused into different trial seminar activities, to varying degrees of success. It also evaluates how the development of the reflexive agenda can be of particular benefit to IR scholars, IR students, and critical pedagogy as a whole.