Publication Title
The Palgrave Handbook on the Pedagogy of International Relations Theory
Document Type
Book Chapter - Embargoed (Open Access after Expiration)
Department or Program
Latin American and Latinx Studies
Publication Date
2-12-2025
Abstract
In the ever-evolving landscape of doctoral education in International Relations (IR), the teaching of International Relations Theory (IRT) holds a distinctive position. At this advanced level of study, doctoral students are not merely expected to grasp the intricacies of IR theories; they are also tasked with the demanding objectives of synthesizing, critically evaluating, and applying these theories to their research. Beyond the individual theories, they need to be able to reflect on the overall theoretical and epistemological development of the field. Simultaneously, these scholars-in-formation are often preparing themselves for future teaching roles, necessitating a pedagogical orientation within their coursework.
Recommended Citation
Mello, R.A., Lopes, A.L.P., da Costa, M.K.B., Inoue, C.Y.A. (2024). Doctoral Students “Teaching International Relations Theory at the Doctoral Level: Challenges and Strategies”. In: Frueh, J., Ala, J., Murphy, M.P., Diehl, P.F. (eds) The Palgrave Handbook on the Pedagogy of International Relations Theory. Political Pedagogies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-72072-7_4
Copyright Note
This is the author's version of the work. This publication appears in Bates College's institutional repository by permission of the copyright owner for personal use, not for redistribution.
Comments
Original version is available from the publisher at: https://doi.org/10.1007/978-3-031-72072-7_4