William J. Shelling II and Jenny H. Peterson recently published a piece ‘Student Led Advocacy and the “Scholars in Prison” Project: Experiential Learning and Critical Knowledge(s) in International Relations’ – Chapter 8 in ‘Signature Pedaogies in International Relations’ edited by Jan Lûdert.
This volume builds on Scholarship of Teaching and Learning research to showcase a wide range of IR teaching and learning frameworks. Contributors explore their signature pedagogies relevant to the study and practice of teaching IR by detailing how pedagogical practices and their underlying assumptions influence how we teach and impart knowledge. Authors critically engage with their approaches by exploring the following questions: What concrete and practical acts of teaching and learning do we employ? What implicit and explicit assumptions do we impart to students about the world of politics? What values and beliefs about professional attitudes and dispositions do we foster and in preparing students for a wide range of possible careers? Authors, as such, provide educators, students, and practitioners’ pedagogical insights and practical ways for developing their own teaching and learning approaches.