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Teaching internationalisation?: Surveying the lack of pedagogical and theoretical diversity in American International Relations

Christopher R. Cook

Keywords: course syllabi; Eurocentrism; globalisation; internationalisation; International Relations; Westphalian model

This article contributes to the discussion of internationalisation in higher education in the context of the international relations (IR) subfield of political science. The field of IR might seem by definition to be ‘internationalised’, but the underlying theoretical assumptions of the field, its social science rationalism and privileging of the unitary nation-state exhibit an American or Eurocentric bias. This Western bias with its emphasis on security issues is then replicated in research agendas and reproduced in higher education classrooms across the United States and beyond. I argue that the way forward to promoting internationalisation partially lies with promoting plurality and diversity within research and in the classroom or what Lamy calls ‘challenging hegemonic paradigms’ (2007).

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