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Sparking 'aha' moments: A resource for teaching research methods
No full textThis resource is the product of discussions among members of the NCRM Pedagogy Network. It is in part a celebration of the work of NCRM and the network.The editors, inspired by Baker and Edwards’ paper How Many Qualitative Interviews Is Enough?, set out to engage the network (and their networks) in addressing one key question: how do you spark those "aha" lightbulb moments in research methods learning? The intention was to curate and disseminate the responses so that other methods teachers might use or take inspiration from the various metaphors, activities and workshop ideas that the contributors so generously shared.The outcome of this project is an engaging collection loosely ordered as: supporting learners’ understanding through metaphors; supporting learners to ‘get it’ using active, experiential or immersive learning; lightbulb moments through creative exploration; and learning relationally with peers and others. The resource shows how, for some academics, methods teaching is a passion rather than a chore. It is also a useful resource for methods learners
Transition and Trends: Achieving Climate Justice and Human Security in Africa
Get PDFThe transition from conceptualising to implementing climate justice and achieving human security is just beginning in Africa. In this paper, we adopt an inter-disciplinary approach to examine enabling factors that drive climate justice and human security in Africa. We attempt to contextualise this examination amidst growing global solidarity on climate justice, and in so doing, examine Pan-African issues and investigate emerging policy trends. The first section highlights the climate change context in Africa, emphasising the disproportionate global impacts in Africa. The second part interrogates the definitions of climate justice in Africa, noting the dissonance in meaning and relevance, and also analyses trends associated to cases that have come through the law courts. The third and final section discusses the potential role of non-state actors in the African climate justice discourse, arguing that African youth and community enablers are the bedrock for achieving climate justice and human security
Whose Economic Pain for What Security Gain? The Strategic and Normative Concerns Surrounding the UN Sanctions on North Korea
Get PDFThis article examines the ambiguous relationship between economic pain and security gain in the context of increasingly comprehensive UN sanctions on North Korea. Sanctions are designed as a non-military tool to induce compliance by inflicting economic hardship on a target regime. However, our case study of North Korea raises strategic and normative concerns about the assumption that greater economic pain leads to greater security gains. Using a mixed-methods approach, including policy analysis, expert interviews, and nightlight satellite data, our study highlights ongoing restrictions on international aid and distorted resource allocation, where Pyongyang enjoys disproportionate access to resources at the expense of marginalized regions. Drawing on John Burton’s conflict theory, we discuss how sanctions, as a tactic, can become conflated with the ultimate goal of international security, leading to prolonged domestic humanitarian suffering without clear strategic gains. This article calls for a critical reassessment of UN sanctions on North Korea, advocating for their use as a modifiable tool rather than a self-perpetuating measure. It underscores the importance of distinguishing between punitive economic pain and the original goal of influencing regime behavior, ensuring sanctions remain adaptable, and aligned with their intended security objectives
Review of: Scott-Smith, Tom. 2024. Fragments of Home: Refugee Housing and the Politics of Shelter. Stanford, CA: Stanford University Press. 229 pp. Hb. US$110.00. ISBN: 978-1-5036-3978-2.
Get PDFCritical Race Theory “Is Your IR Class Racist?”
No full textIn this chapter, we sketch a pedagogy for teaching race/racism in IR theory classes based on three core assumptions: first, as argued by race scholars, that racism produces race, rather than the other way round; second, as evidenced by postcolonial scholars, that race and racism is integral to the study and practice of international politics; and third, that therefore a responsible IR pedagogy must be anti-racist. Adopting a total approach to the classroom, as a space in which race is always already present, we identify five tests—the Rosa Parks test, the Aberystwyth test, the W.E.B. Du Bois test, the Small Facts test, and the Black Lives Matter test—to help teachers of IR theory think through where and how their pedagogy might be improved. The chapter concludes with some suggestions for how teachers might negotiate the racial complexities of the classroom, particularly in an era characterised by widespread attacks on any such teaching as itself racist
Postcolonialism
No full textThis chapter introduces postcolonialism as a critical approach within international relations (IR), focusing on its implications for security studies. It critiques the Eurocentric foundations of the field, highlighting how imperial and colonial histories shape dominant understandings of security. By challenging the ‘Westphalian commonsense’, postcolonialism calls for rethinking security as a practice and concept rooted in hierarchical global relations, rather than as a universal European construct. The chapter explores strategies to decolonise security, advocating for the inclusion of subaltern perspectives and the interrogation of colonial legacies embedded in security practices. Finally, the chapter argues that truly transformative decolonisation requires not merely reforming security studies but questioning its very foundations to address ongoing global inequities
Ebbs and Flows: Changing Perspectives on Law of the Sea Scholarship
No full textThis article looks at who has written in IJMCL in its first forty years, and what they wrote about; it starts with an analysis of law of the sea scholarship as reflected in the pages of this leading publication. Aspects considered include geographical provenance, gender, and career background of authors. The article advances some reflections on topics, including the relationship between scholarly writing, normative developments in the field, and conceptual changes in legal scholarship
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