Globalize IPE, not just the syllabi! Virtual classrooms interactions and the making of the Atlantic Diagonals glossary
Bibliographic record
Abstract
How do we as scholars and instructors globalize International Political Economy (IPE) teaching beyond the syllabi? This pedagogical intervention proposes a concrete way to globalize IPE teaching in the classroom and through student-led activities based on courses taught during two semesters at the Universities of Lausanne (Switzerland) and Los Andes (Bogota, Colombia). We present the making of a multilingual glossary of IPE drafted by groups of students based in different universities in very different geographical, political, economic and cultural contexts. We argue that such a pedagogical intervention is not only about globalizing and decolonizing the teaching of IPE; it also helps develop important competences by students, especially their engagement and criticality. We review the literature on globalizing and decolonizing IPE before providing background on the idea of ‘global competence’ as part of the objectives of higher education and its relevance for recent calls to globalize IPE. We then present a toolbox for the pedagogical intervention that we used in such a way to be reused by anyone wanting to build upon it. Lastly, we further reflect on the contribution and challenges of such interventions regarding current attempts to globalize and decolonize IPE.
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How this classification was reachedexpand
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".