Deconstructing geopolitics in the classroom. Grasping geopolitical codes through active learning

Autores/as

  • Alice Martini Universidad Complutense de Madrid

DOI:

https://doi.org/10.21308/recp.60.05

Palabras clave:

aprendizaje activo, geopolítica, pedagogía crítica, enfoques críticos en RRII, códigos geopolíticos

Resumen

Este artículo describe una actividad que diseñé para que los alumnos comprendieran mejor los enfoques críticos de la geopolítica. La actividad se centra en la deconstrucción del código geopolítico de Estados Unidos en relación con la intervención de 2003 en Irak. El artículo describe la actividad y, a continuación, evalúa el aprendizaje de los alumnos mediante cuatro tipos diferentes de revisión y evaluación. En general, las distintas evaluaciones muestran que los alumnos lograron alcanzar los principales resultados de aprendizaje de la actividad; es decir, ser
capaces de reflexionar sobre este código geopolítico como construcción social que legitima la acción militar. Estas evaluaciones también muestran que los estudiantes son capaces de aplicar lo aprendido en esta actividad específica a otros discursos geopolíticos, mostrando así cómo la actividad les ayuda a desarrollar un pensamiento crítico fuera del aula. En este sentido, el artículo concluye que el aprendizaje activo puede ser útil para los instructores que enseñan enfoques críticos en relaciones internacionales u otros campos similares. Hacer que los estudiantes trabajen con sus conocimientos permite a los alumnos comprender mejor cómo producir análisis críticos y captar su peso político.

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Publicado

2022-11-28

Cómo citar

Martini, A. (2022). Deconstructing geopolitics in the classroom. Grasping geopolitical codes through active learning. Revista Española De Ciencia Política, (60), 145–173. https://doi.org/10.21308/recp.60.05

Número

Sección

Sección monográfica