Deconstructing geopolitics in the classroom. Grasping geopolitical codes through active learning
DOI:
https://doi.org/10.21308/recp.60.05Palabras clave:
aprendizaje activo, geopolítica, pedagogía crítica, enfoques críticos en RRII, códigos geopolíticosResumen
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.
Descargas
Citas
Agnew, John. 1998. Geopolitics. Re-Visioning World Politics. London: Routledge.
Ambrose, Susan A., Michael W. Bridges, Michele DiPietro, Marsha C. Lovett and Marie K. Norman. 2010. How Learning Works: Seven Research-Based Principles for Smart Teaching. The Jossey-Bass Higher and Adult Education Series. San Francisco, CA: Jossey-Bass.
Anderson, Lorin W. and David R. Krathwohl (eds.). 2001. A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
Angelo, Thomas A. and K. Patricia Cross. 1993. Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco: Jossey-Bass.
Bilgin, Pinar. 2004. “Whose Middle East’? Geopolitical Inventions and Practices of Security”, International Relations, 18 (1): 25-41. Available at: https://doi.org/10.1177/0047117804041739.
Bonwell, Charles and James A. Eison. 1991. Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. Washington DC: The George Washington University, School of Education and Human Development.
Cairo Carou, Heriberto. 2016. “Critical Geopolitics and the Decolonization of Area Studies”, in Encarnación Gutiérrez Rodriguez, Manuela Boatcă and Sérgio Costa (eds.), Decolonizing European Sociology: Transdisciplinary Approaches. London; New York: Routledge.
Campbell, David. 1998. Writing Security: United States Foreign Policy and the Politics of Identity. Minneapolis: University of Minnesota Press.
Clark, Ian. 2012. “Formative Assessment: Assessment Is for Self-Regulated Learning”, Educational Psychology Review, 24 (2): 205-249. Available at: https://doi.org/ 10.1007/s10648-011-9191-6.
Cleary, Timothy J. and Barry J. Zimmerman. 2004. “Self-Regulation Empowerment Program: A School-Based Program to Enhance Self-Regulated and Self-Motivated Cycles of Student Learning”, Psychology in the Schools, 41 (5): 537-550. Available at: https://doi.org/10.1002/pits.10177.
Culcasi, Karen. 2010. “Constructing and Naturalizing the Middle East”, Geographical Review, 100 (4): 583-597. Available at: https://doi.org/10.1111/j.1931-0846.2010. 00059.x.
Deardoff, Michelle D. 2013. “The Professor, Pluralism and Pedagogy”, Journal of Political Science Education, 9 (3): 366-373. Available at: https://doi.org/10.1080/15512169.2013.796252.
Devlin, Marcia. 2006. “Challenging Accepted Wisdom about the Place of Conceptions of Teaching in University Teaching Improvement”, International Journal of Teaching and Learning in Higher Education, 18 (2): 112-119.
Díaz Sanz, Marina. 2019. Iran and the Geopolitical Imagination: A Discourse Analysis of the Spanish Contribution to the Debate on the Meaning of Modern Iran [doctoral dissertation]. Universidad Complutense de Madrid, Madrid. Available at: https://dialnet.unirioja.es/servlet/tesis?codigo=223843.
Díaz Sanz, Marina and Lucía Ferreiro Prado. 2021. “Orientalism is not my opinion: Decolonial Teaching and the problem of credibility in IR courses with a MENA focus”, Politics, online first. Available at: https://doi.org/10.1177/02633957211009068.
Dodds, Klaus. 2019. Geopolitics: A Very Short Introduction. 3rd ed. Very Short Introductions, 171. Oxford: Oxford University Press. Available at: https://doi.org/10.1093/actrade/9780198830764.001.0001.
Dunn, Kevin C. and Iver B. Neumann. 2016. Undertaking Discourse Analysis for Social Research. Ann Arbor: University of Michigan Press.
Flint, Colin. 2017. Introduction to Geopolitics. 3rd ed. London; New York: Routledge, Taylor and Francis Group.
Flint, Colin and Peter J. Taylor. 2018. Political Geography: World-Economy, Nation-State and Locality. Seventh edition. London; New York: Routledge, Taylor and Francis Group. Available at: https://doi.org/10.4324/9781315164380.
Giroux, Henry A. 2012. “Rethinking Education as the Practice of Freedom: Paulo Freire and the Promise of Critical Pedagogy”, Policy Futures in Education, 8 (6): 715-721. Available at: http://dx.doi.org/10.2304/pfie.2010.8.6.715.
Giroux, Henry A. 2020. On Critical Pedagogy. 2nd ed. London; New York; Oxford; New Delhi; Sydney: Bloomsbury Academic.
Hutchings, Pat. 1993. “Principles of Good Practice for Assessing Student Learning”, Assessment Update, 5 (1): 6-7. Available at: https://doi.org/10.1002/au.3650050104.
Ishiyama, John T., William J. Miller and Eszter Simon (eds.). 2015. Handbook on Teaching and Learning in Political Science and International Relations. Cheltenham, UK: Edward Elgar Publishing.
Jackson, Richard. 2005. Writing the War on Terrorism. Language, Politics and Counter-Terrorism. Manchester: Manchester University Press.
Khan, Alya and John Gabriel. 2018. “Resisting the Binary Divide in Higher Education: The Role of Critical Pedagogy”, Journal for Critical Education Policy, 16 (1): 30-58.
Lamy, Steven L. 2007. “Challenging Hegemonic Paradigms and Practices: Critical Thinking and Active Learning Strategies for International Relations”, PS: Political Science and Politics, 40 (1): 112-116. Available at: https://doi.org/10.1017/S1049096507250279.
Li, Darryl. 2020. “Teaching the Global War on Terror”, in Omnia El Shakry (ed.), Understanding and Teaching the Modern Middle East. Wisconsin: University of Wisconsin Press. Available at: https://doi.org/10.2307/j.ctv17nmzqj.
McCarthy, Patrick J. and Liam Anderson. 2000. “Active Learning Techniques versus Traditional Teaching Styles: Two Experiments from History and Political Science”, Innovative Higher Education, 24 (4): 279-294. Available at: https://doi.org/10.1023/B:IHIE.0000047415.48495.05.
Mills, David and Patrick Alexander. 2013. Small Group Teaching: A Toolkit for Learning. The Higher Education Academy. Available at: https://www.heacademy.ac.uk/system/files/resources/Small_group_teaching_1.pdf [retrieved: October 27, 2021]
Moon, Jenny. 2005. Guide for Busy Academics No. 4: Learning Through Reflection. Higher Education Academy. Available at: https://nursing-midwifery.tcd.ie/assets/director-staff-edu-dev/pdf/Guide-for-Busy-Academics-No1-4-HEA.pdf [retrieved: October 27, 2021].
Nicol, David J. and Debra Macfarlane‐Dick. 2006. “Formative Assessment and Self‐regulated Learning: A Model and Seven Principles of Good Feedback Practice”, Studies in Higher Education, 31 (2): 199-218. Available at: https://doi.org/10.1080/ 03075070600572090.
Ó Tuathail, Gearóid. 1996. Critical Geopolitics: The Politics of Writing Global Space. London: Routledge.
Ó Tuathail, Gearóid. 1998a. “Introduction: Thinking Critically about Geopolitics”, in Gearóid Ó Tuathail, Simon Dalby and Paul (eds.), The Geopolitics Reader. London: Routledge.
Ó Tuathail, Gearóid. 1998b. “Postmodern Geopolitics? The Modern Geopolitical Imagination and Beyond”, in Gearóid Ó Tuathail and Simon Dalby (eds.), Rethinking Geopolitics. London: Routledge.
Petty, Geoff. 2022. “Orient, Present, Activity, Review”, Improve Your Teaching and That of Your Team [blog]. Available at: https://geoffpetty.com/ [retrieved: October 27, 2021].
Rawlins, Peter and Linda Leach. 2014. “Questions in Assessment for Learning and Teaching”, in Alison Margaret St. George, Seth Brown and John O”Neill (eds.), Facing the Big Questions in Teaching: Purpose, Power and Learning, 2nd ed. Auckland: Cengage Learning.
Said, Edward W. 1978. Orientalism. Western Conceptions of the Orient. London: Routledge and Kegan Pail Ltd.
Woods, Nathan. 2015. “Formative Assessment and Self-Regulated Learning”, Education, 2015. Available at: https://thejournalofeducation.wordpress.com/2015/05/20/formative-assessment-and-self-regulated-learning/ [retrieved: October 27, 2021].
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2022 Alice Martini
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
