How Can Reflexivity Inform Critical Pedagogies? Insights from the Theory versus Practice Debate 1
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The constitutive effects of teaching activities on the study of international relations (IR) and on the practice of international relations have generated a long-term interest in approaches to teaching and learning in IR. Recently, a cluster of literature has emerged that focuses on critical pedagogy in IR, which questions traditional relations of power, ideas, and norms in the classroom. However, these inquiries have yet to be systematically connected with reflexivity in IR (i.e., the developing awareness of the diversity, production, and positionality of knowledge). This article proposes that critical pedagogies and reflexivity are mutually reinforcing. It argues that applying reflexivity to teaching activities in IR raises awareness about the social conditions enabling the (re)production of specific understandings of the world. To support this proposition, the article presents and evaluates a trial IR seminar inspired by reflexivity. In this trial seminar, three aspects of reflexivity were developed (i.e., theoretical, sociological, and self-reflexivity), each of which supports critical pedagogy. This article explains how these three perspectives were infused into different trial seminar activities, to varying degrees of success. It also evaluates how the development of the reflexive agenda can be of particular benefit to IR scholars, IR students, and critical pedagogy as a whole.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.043 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it