Teaching and Learning Reflexivity in the World Politics Classroom

Abstract

Abstract Complementing discussions of reflexivity as a research practice, this article turns its attention to the classroom. How does a pedagogy that invites students to practice reflexivity represent possibilities for thinking, writing, and imagining otherwise in scholarly engagements with world politics? In response to this question, I explore the dilemmas, challenges, and possibilities students encounter in practicing reflexivity. These include the challenge of meaningfully locating the self in relation to the workings of power, moving beyond a checkbox approach to vectors of identity, and learning to specifically analyze the manifestations of power in daily life. I argue that both the dilemmas and possibilities of practicing reflexivity are related to hierarchies of knowledge creation—and the opportunities to challenge those hierarchies—in the study of world politics. The aim is to illustrate how teachers and students of world politics alike can treat the invitation for reflexivity in the classroom as a potential site of experimentation and freedom that disrupts rigid frameworks of generating knowledge.