Making the invisible, visible: challenging the knowledge structures inherent in International Relations Theory in order to create knowledge plural curricula
AUTOR(ES)
Matos-Ala, Jacqueline de
FONTE
Rev. bras. polít. int.
DATA DE PUBLICAÇÃO
01/02/2018
RESUMO
Abstract This article problematizes the lack of plurality of knowledges in International Relations theory curricula. The increase in knowledges and scholarship from the South has not seemingly filtered into International Relations theory curricula significantly. Thus Western knowledges still dominates the narrative. It investigates how knowledge structures inherent in the discipline coupled with Western centric ontology and epistemology function to exclude or marginalize knowledge that does not conform to specific criteria. I demonstrate how the third year IR theory curriculum at Wits University, has engaged with discipline’s knowledge structures as well as its ontology and epistemology to develop a knowledge plural curricula.
Documentos Relacionados
- Making the invisible visible: searching for human T-cell lymphotropic virus types 1 and 2 (HTLV-1 and HTLV-2) in Brazilian patients with viral hepatitis B and C
- Visible art, invisible artists? the incorporation of aboriginal objects and knowledge in Australian museums
- Analytical Approach for Making Multilayer and Inhomogeneous Structures Invisible Based on Mantle Cloak
- International Relations Theory in Brazil: trends and challenges in teaching and research
- Snow conditions may create an invisible barrier for lynx