Music as an Emancipatory Pedagogical Tool in International Relations Classes in the Global South

2020 ◽  
Author(s):  
Vinícius Tavares de Oliveira ◽  
Mariana Balau Silveira ◽  
Rafael Bittencourt Rodrigues Lopes
Keyword(s):  
International Relations ◽  
Learning Process ◽  
Global South ◽  
Radical Pedagogy ◽  
Pedagogical Tool ◽  
Epistemic Violence ◽  
Critical Pedagogies

Abstract The purpose of this paper is to present considerations about the use of music as a critical and radical pedagogy in an International Relations class in the Global South. How can music help students understand the processes of marginalization, resistance, and struggle? Can it be understood as a tool to be used in the classroom to transcend traditional and marginalizing pedagogies? The contribution of our proposal derives from the possibility of a symbiosis between the teaching of critical, decolonial, and postcolonial perspectives and the language used to communicate these concepts and ideas to a young audience with different backgrounds. In this sense, we bring perceptions of the engagement with music as a pedagogical tool in an undergraduate course entitled “Decolonizing International Relations: epistemic violence and emancipation in Global South.” By playing songs, not only the learning process became deeper and more meaningful to students, but it also opened margins to a dialogical interaction. We share our experience hoping to contribute to a meaningful debate among scholars, inspiring teachers to engage with decolonial/critical pedagogies.

scholarly journals Democratising the Learning Process: The Use of Twitter in the Teaching of Politics and International Relations

Politics ◽  
2013 ◽  
Vol 33 (2) ◽  
pp. 135-145 ◽  
Author(s):  
Alasdair Blair
Keyword(s):  
International Relations ◽  
Learning Process

scholarly journals Qualitative Development of Construction Student’s Attitude in Ecological Teaching and Learning Process

2015 ◽  
Vol 1 ◽  
pp. 217
Author(s):  
Andris Bērziņš
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Ecological Education ◽  
Pedagogical Tool ◽  
Learning And Teaching ◽  
Quantitative And Qualitative Research ◽  
Teaching Content ◽  
The Impact ◽  
Student’S Attitude

<p>The publication reflects the qualitative development of construction students' ecological attitude in learning and teaching process in a vocational school. By facilitating the teaching and learning process, developing the content of education, introducing in teaching ecologically-oriented forms of work, methods, approaches and instruments; using the environment as a pedagogical tool and highlighting the important role of teacher as an ecological person in the accentuation of teaching content as students understand it. The author emphasizes the impact of the components of ecological education in the promotion of the reflection on the most essential attitude criteria – knowledge, skills and behaviour. Applying quantitative and qualitative research, the author sums up the experimantally obtained results showing that by the introduction of the components of ecological education, it is possible to foster the development of an ecological person.</p>

IR, imperialism, and the Global South: From Libya to Venezuela

Politics ◽  
2021 ◽  
pp. 026339572110612
Author(s):  
Matteo Capasso
Keyword(s):  
Political Economy ◽  
Foreign Policy ◽  
International Relations ◽  
International Political Economy ◽  
Global South ◽  
Media Representations ◽  
Capitalist Development ◽  
Secondary Literature ◽  
The World ◽  
Growing Body

This article brings together two cases to contribute to the growing body of literature rethinking the study of international relations (IR) and the Global South: The Libyan Arab al-Jamāhīrīyah and the Bolivarian Republic of Venezuela. Drawing on media representations and secondary literature from IR and international political economy (IPE), it critically examines three main conceptual theses (authoritarian, rentier, and rogue) used to describe the historical socio-political formations of these states up to this date. Mixing oil abundance with authoritarian revolutionary fervour and foreign policy adventurism, Libya and Venezuela have been progressively reduced to the figure of one man, while presenting their current crises as localized processes delinked from the imperialist inter-state system. The article argues that these analyses, if left unquestioned, perpetuate a US-led imperial ordering of the world, while foreclosing and discrediting alternatives to capitalist development emerging from and grounded in a Global South context. In doing so, the article contributes to the growing and controversial debate on the meanings and needs for decolonizing the study of IR.

The Didactic Case in Teaching International Law

1970 ◽  
Vol 18 ◽  
Author(s):  
Michelle Ratton Sanchez Badin ◽  
Douglas Castro ◽  
Arthur Roberto Capella Giannattasio
Keyword(s):  
International Relations ◽  
International Law ◽  
Learning Process ◽  
Real World ◽  
Active Participation ◽  
The Real ◽  
Empirical Framework

According to a theoretical and empirical framework, didactic cases are an important tool to teacho International Law. This instrument increase students’ active participation in the classroom, empowers them to exercise their autonomy in the learning process, helps professors to present the foundations of the discipline and its complexity in the real world and helps to build the interdisciplinary bridge between International Law and International Relations.

scholarly journals The Legal Principles of Bethlehem & Operation Timber Sycamore: The “Islamist Winter” Pre-Emptively Targets “Arab Life” by Hiring “Arab Barbarians”

Laws ◽  
2021 ◽  
Vol 10 (3) ◽  
pp. 69
Author(s):  
Khaled Al-Kassimi
Keyword(s):  
International Relations ◽  
International Law ◽  
Philosophical Theology ◽  
Sovereign Power ◽  
Ontological Security ◽  
Legal Principles ◽  
Arab Muslim ◽  
Epistemic Violence ◽  
Cultural Experiences ◽  
Secular Humanist

The following legal-historical research is critical of “Islamist” narratives and their desacralized reverberations claiming that Arab-Muslim receptivity to terror is axiomatic to “cultural experiences” figuring subjects conforming to Arab-Islamic philosophical theology. The critique is founded on deconstructing—while adopting a Third World Approach to International Law (TWAIL)—the (im)moral consequences resulting from such rhetoric interpreting the Arab uprising of 2011 from the early days as certainly metamorphosing into an “Islamist Winter”. This secular-humanist hypostasis reminded critics that International Law and International Relations continues to assert that Latin-European philosophical theology furnishes the exclusive temporal coordinates required to attain “modernity” as telos of history and “civil society” as ethos of governance. In addition, the research highlights that such culturalist assertation—separating between law and morality—tolerates secular logic decriminalizing acts patently violating International Law since essentializing Arab-Muslims as temporally positioned “outside law” provides liberal-secular modernity ontological security. Put differently, “culture talk” affirms that since a secular-humanist imaginary of historical evolution stipulates that it is “inevitable” and “natural” that any “non-secular” Arab protests will unavoidably lead to lawlessness, it therefore becomes imperative to suspiciously approach the “Islamist” narrative of 2011 thus deconstructing the formulation of juridical doctrines (i.e., Bethlehem Legal Principles) decriminalizing acts arising from a principle of pre-emption “moralizing” demographic and geographic alterations (i.e., Operation Timber Sycamore) across Arabia. The research concludes that jus gentium continues to be characterized by a temporal inclusive exclusion with its redemptive ramifications—authorized by sovereign power—catalyzing “epistemic violence” resulting in en-masse exodus and slayed bodies across Arabia.

scholarly journals Analog and Digital Games as a Pedagogical Tool in the Teacher Training Context

2019 ◽  
Vol 4 (2) ◽  
pp. 163-173
Author(s):  
Maria Do Céu Ribeiro
Keyword(s):  
Learning Process ◽  
Basic Education ◽  
Learning Strategy ◽  
Participant Observation ◽  
Howard Gardner ◽  
Pedagogical Tool ◽  
Excellent Teaching ◽  
Field Notes ◽  
Teaching Learning ◽  
Multiple Skills

This article focuses on analog and digital game play and the challenges it poses to future teachers in an educational context. For that, a review of the literature on the subject was made, addressing the theories of Piaget and Vygotsky. We refer to the game as a pedagogical resource, its relation to the teaching-learning process, and its role in stimulating the multiple intelligences referenced by the psychologist Howard Gardner. Structurally framed by this theoretical framework, we developed this study in an integrated internship context in a classroom of the First Cycle of Basic Education, with 20 children ages 9 and 10. In order to carry out this research, we developed teaching-learning experiences that allowed us to answer the following question: How do the different game supports (analog/digital) motivate children to the teaching-learning process? In order to answer this question, we have outlined the following objectives: i) to understand if the type of support in which children play influences learning; ii) develop activities in contexts, using games (analog and digital); (iii) understand, to what extent, playing games encourages the development of multiple skills. The study is part of a descriptive, interpretive, and reflexive process, framed in a qualitative approach. For data collection, we used participant observation, observation log grids, field notes, photographic records, and interviews with the children. After analyzing the data, these tend to reveal, among other aspects, a remarkable improvement in motivation of children, perceiving that the game is an excellent teaching/learning strategy that allows the development of social and communication skills of children, predisposing the child for learning. As far as the type of game support is concerned, we found that although digital is more appealing to children born in the Digital Age, we verified that both the game in analog and digital support, when properly integrated into the educational action, are also promoters of meaningful and lasting learning.

scholarly journals STUDENTS’ EXPERIENCES ON LEARNING LISTENING THROUGH TECHNOLOGY-BASED TOOL

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Pham Kim Chi
Keyword(s):  
Language Learning ◽  
Thematic Analysis ◽  
Learning Process ◽  
Listening Skills ◽  
Structured Interviews ◽  
Close Attention ◽  
Self Directed Learning ◽  
Pedagogical Tool ◽  
Directed Learning ◽  
Efl Students

<p>Using technology tools in the classroom can now be facilitated students' engagement and self-directed learning to support a learner-centred environment in educational contexts under varied perspectives. In language learning, evaluating a particular language skill focused on technology is crucial in students' experience. EFL students face several difficulties as noise, accent, vocabulary, and pronunciation while listening. Therefore, employing listening with technology is significantly necessary to enhance students' listening skills. However, rare research has provided the students' reflection under constructivist perspectives after studying with the technology-based listening tool. Thus, the current study narrows this empirical gap. Semi-structured interviews and observation were instruments employed to collect data. Using thematic analysis (Braun and Clarke, 2006), the results of this study indicated that five themes were individualised listening, collaborative learning, self-directed learning, consideration of errors, and pronunciation improvement. Students were more engaged when listening to tasks independently, considering their errors for further improvement, and self-directed learning in this study. Additionally, they mostly perceived themselves to improve their listening and pronunciation in the future. Teachers should pay close attention to speakers' voices, accents, and feedback when designing and implementing tasks to maximise learners' listening learning process. This study has implications on using BookWidgets as a potential pedagogical tool for English courses.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p>

scholarly journals Latin American Thinking in International Relations Reloaded

OASIS ◽  
2016 ◽  
pp. 53 ◽  
Author(s):  
Florent Frasson-Quenoz
Keyword(s):  
United States ◽  
International Relations ◽  
Latin American ◽  
The United States ◽  
Global South ◽  
American School ◽  
Terra Incognita ◽  
The Status ◽  
Simple Question ◽  
The Subject

In the midst of uncertainty –generated by the narratives of the decline of the United States– academics are looking for answers and cerebral stimulus in the heart of the academic Terra Incognita that is the “Global South”. Building on this interpretation, I formulate a simple question: Does a Latin American school of thought exist in International Relations? In order to respond to this question I will propose a model that will allow for an assessment of the existence of a Latin American school of thought in International Relations. Additionally, this model will enable me to distance myself from the air du temps; that is, to celebrate the existence of a school of thought before even being certain that it actually exists. For sure, the assessment done here will only stand as a first attempt, and is in no way exhaustive. Nonetheless, it will allow me, firstly, to demonstrate that the eagerness to promote any kind of academic proposal to the status of “school” is detrimental to the central goal of generating knowledge and, second, to stimulate others to think about the subject along the same lines.

scholarly journals Jogos educativos como agente facilitador no processo de aprendizagem de Química

ForScience ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. e00839
Author(s):  
Eliane Cristina de Resende ◽  
Priscila Ferreira de Sales Amaral ◽  
Vássia Carvalho Soares ◽  
Meryene de Carvalho Teixeira ◽  
Claudimar Junker Duarte
Keyword(s):  
Social Relationships ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Games ◽  
Minas Gerais ◽  
Chemical Transformations ◽  
Pedagogical Tool ◽  
Federal Institute ◽  
Chemistry Learning ◽  
Activity Integration

Este trabalho é um relato de experiência sobre o uso de jogos educativos como facilitador do processo de ensino e de aprendizagem em Química, que teve como objetivo despertar o interesse dos estudantes e encontrar alternativas capazes de ajudá-los a compreender as transformações Químicas que ocorrem no mundo de forma abrangente e integrada. Para tanto, discentes dos cursos técnicos integrados e superiores do Instituto Federal de Minas Gerais – Campus Bambuí elaboraram jogos educativos abordando conceitos de Química. Uma banca de jurados, composta por servidores de diversas áreas do Instituto, avaliou de forma criteriosa os jogos educativos. Ao final, os estudantes responderam um questionário, para avaliar de forma qualitativa a percepção dos mesmos, quanto ao aprendizado dos conceitos abordados e dificuldades durante o processo. Observou-se que a elaboração dos jogos educativos contribuiu para o aprendizado dos conteúdos abordados e mostrou-se importante para estimular as relações cognitivas, afetivas e sociais dos estudantes. Palavras-chave: Atividade lúdica. Integração. Ferramenta pedagógica.   Educational games as a facilitating agent in the chemistry learning process Abstract This work is an experience report on the use of educational games as a facilitator of the teaching and learning process in Chemistry, which aimed to arouse the interest of students and find alternatives capable of helping them to understand the chemical transformations that occur in the world in a comprehensive and integrated way. In order to achieve this, students from integrated technical courses and college at the Federal Institute of Minas Gerais - Campus Bambuí developed educational games addressing Chemistry concepts. A panel of judges, composed of colleagues from different areas of the Institute, carefully, evaluated the educational games. At the end, students answered a questionnaire to qualitatively assess their perception, regarding the learning of the concepts addressed and difficulties during the process. It was observed that the elaboration of educational games contributed to the learning of the contents covered and proved to be important to stimulate students' cognitive, affective and social relationships. Keywords: Ludic activity. Integration. Pedagogical tool.

scholarly journals “Rising” States and Global Reach: Measuring “Globality” among BRICS/MIKTA Countries

2018 ◽  
Vol 4 (1) ◽  
pp. 64-80 ◽  
Author(s):  
Andrew F Cooper
Keyword(s):  
International Relations ◽  
South Korea ◽  
International System ◽  
Global South ◽  
Rising Powers ◽  
Standard Means ◽  
Sharp Distinction ◽  
Brics Countries ◽  
Country Specific ◽  
Global Reach

Abstract Global reach is equated with national ambition. In the contemporary international system, one measure of global reach for states is their inclusion in global summits. This association is particularly compelling for putative “rising” states from the Global South, among the BRICS (China, India, and Brazil) and also a less well-known forum, MIKTA (Mexico, South Korea, Turkey, and Indonesia) groupings. Yet the standard means of examining the attributes of rising states via country specific and impressionistic studies appears to reveal that these rising powers are similar in many respects but there are significant differences as well. To help identify these differences we turn to a concept and data referred to as “globality.” We believe that this concept is helpful in more accurately analyzing the global reach of rising Global South countries. Though not that well known in the international relations literature, globality emphasizes agency by self-aware actors. Globality can be operationalized by tracing certain dimensions: institutional/diplomatic range; trade profile; and the trajectory of official development assistance. Broadly, the conclusion drawn from such a globality analysis substantiates a sharp distinction between the BRICS members and the MIKTA countries. The BRICS countries have some considerable capacity for global reach while it turns out that the MIKTA countries are regionally entrapped and thus less capable of global projection. Moreover, the specifics in terms of this pattern of differentiation are salient as well. The overall confirmation of an interconnection between subjective impressions of hierarchy and objective measurements of global projection, underscore the contrast between BRICS and MIKTA in summitry dynamics.

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