Abstract
The International Relations field is historically tied to masculine, European, and white hegemonic ideologies. As a result, gender and feminist debates rarely appear on the construction of the International Relations university curriculum and its teaching practices. Considering this scenario, the main goal of this critical commentary is to present ways to face gender and feminist absence in the International Relations classroom. We demonstrate how inside-outside classroom interaction and debates can be a powerful tool to transform International Relations teaching and curriculum, opening space to feminist pedagogical perspectives and practices.
Recommended Citation
Jungs de Almeida, Alessandra and Decol, Jocieli
(2023)
"Facing Gender Absence: Questioning the International Relations Curriculum from a Peripheral Feminist Perspective and Practice,"
Feminist Pedagogy: Vol. 4:
Iss.
1, Article 7.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol4/iss1/7
Included in
Curriculum and Social Inquiry Commons, Feminist, Gender, and Sexuality Studies Commons, International Relations Commons