Browsing by Subject "Pedagogy"

Now showing 1 - 5 of 5

Open Access
Decolonizing marketing
(Routledge, 2021-11-10) Eckhardt, G. M.; Belk, R.; Bradford, T. W.; Dobscha, S.; Ger, Güliz
In January 2021, the ETHOS Research Center at Bayes Business School, along with the CRIS Research Center at Royal Holloway University of London, hosted an event entitled Decolonizing the Business School. Over 500 attendees participated, from all business disciplines, testifying to the strong levels of interest in this topic. Marketing was particularly active, with over 100 participants. In this article, I (Giana Eckhardt, one of the organizers of the event) speak with the marketing break out room facilitators – Russ Belk, Tonya Bradford, Susan Dobscha, Güliz Ger and Rohit Varman – in a wide-ranging conversation about what decolonization means to the field of marketing, and what marketing academics can do if they would like to explore these ideas further. First, we offer a brief introduction to decolonization. Also, a list of resources for the interested reader is presented as well as ideas for further exploration in this nascent domain at the end.
Open Access
The false promise of global IR: exposing the paradox of dependent development
(Cambridge University Press, 2021-08-24) Aydinli, Ersel; Erpul, Onur
Concerned about the continued dominance of Western International Relations (IR) theories, the global IR community has proposed various measures to address disciplinary hierarchies through encouraging dialogue and pluralism. By investigating the pedagogical preferences of instructors from 45 countries, this paper questions the global IR initiative's emancipatory potential, arguing that disciplinary practices in IR resemble those of dependent development. The study develops a new typology of IR theoretical (IRT) scholarship and examines the readings assigned in 151 IRT syllabi worldwide for evidence of similarity, replication, and assimilation. The findings show that mainstream core IRTs dominate syllabi globally, regardless of region, language of instruction, or instructors' educational/linguistic backgrounds. This domination extends to periphery scholars not using their own local products. Even when they do seek alternative approaches, they prefer to import core alternatives, that is, critical traditions, rather than homegrown IRTs. Finally, the results show that even in syllabi taught in local languages the readings remain dominated by core IRT works. These findings expose a structural defect in the current cry for global IR, by revealing the system's dependent development paradox. The paper concludes with suggestions for creating a symmetric interdependent structure, in the aim of achieving a genuine globalization of IR.
Open Access
How (not) to disappear completely: pedagogical potential of research methods in international relations
(Sage Publications Ltd., 2015) Mutlu, C. E.
The question of research methods, and their role in the field, is a major source of contention for IR scholars. We can, however, discuss method, methodology, and innovation without revising or revisiting old debates. Methods do not have to be divisive, or disciplining. A frank discussion of research design, methods, and methodological preferences is essential to innovation and reproducibility. This intervention is a call for increased transparency in IR research outputs; IR theorists should not erase their own footprints from their publications and openly admit and discuss failures as productive moments in research. The act of disappearing, which has become the norm in the name of professionalised publications, robs the field of the productive pedagogical potential of research methods. The true impact of research rests in its pedagogical potential. As researchers, our job is thus to find a sensitive balance between not determining the outcome of the research from the get-go by making it all about our preferences and opinions, but also not making the impact of our preferences and opinions disappear completely. Building on this premise, this intervention discusses the significant pedagogical potential of research methods, reproducibility and discussion of failures in International Relations.
Open Access
Teaching L’Opéra-Mouffe (1958)
(Intellect, 2022) Kennedy-Karpat, Colleen
This article describes the advantages of teaching Agnès Varda’s early short film L’Opéra-Mouffe, known in English as Diary of a Pregnant Woman, in an introductory course on film form. This award winning, sixteen-minute film offers a compelling demonstration of the core characteristics of the essay film, along with readily teachable examples of visual metaphor, cinematography, sound, and editing. Its cultural and auteurist contexts can also complement a variety of curricular topics, including the French New Wave and Left Bank creators, post war France, and feminist filmmaking. Finally, its focus on Varda’s personal experience of pregnancy also makes L’Opéra-Mouffe an ideal vehicle to introduce radical feminist pedagogies that recognize and value personal experience as a valid way of knowing about the world.
Restricted
Zekiye Gülsen'in hayatı
(Bilkent University, 2018) Çopur, Buse; Gülsen, Ahmet Bleda; Oyman, Tarkan Berk; Özbayer, Mert; Öztekin, Berna
Bu araştırmada çanakkale’nin ilk ve tek kadın milletvekili olan, aynı zamanda da Türkiye’de Pedagoji eğitimi alıp engelli çocuklar için ilk Anaokulunu açan Zekiye Gülsen’in bir Cumhuriyet kadını örneği olup olmadığı incelenmiş ve kendisinin Türkiye’de kadın girişimciliğine, kadın haklarına, ve kadın eğitimine ne derece katkıda bulunduğu araştırılmıştır. Yazılı ve Sözlü kaynaklar kullanılarak araştırma tamamlanmıştır.