Gender in the Classroom
- Kathleen StaudtKathleen StaudtDepartment of Political Science, The University of Texas at El Paso
Although the study of women and gender flourished at intersection of comparative politics (CP) and international relations (IR), mostly international political economy (IPE) and Development Studies, much of IR itself was resistant at its core. Explicitly feminist analysis challenged the core with several decades of research that instructors can incorporate into their classes. The incorporation/transformation challenge can be daunting, however, as publication outlets for research on women, gender, and feminism often remained separate from mainstream journals, with some promising exceptions. These separate tracks are now changing, but instructors still need to check multiple places to prepare for courses and identify good assignments. And although IR feminists seek interaction with the IR core, the core IR theorists are wedded to frameworks associated with realism, liberalism, Marxism, and others, or to positivist, quantitative methodologies that may rely on flawed and male-centric databases rather than grounded field research. A major challenge in the next 40 years involves growing the interactions among bordered subfields; analyzing the intersections of gender, race/ethnicity, class, and nationality; and engaging with southern voices outside the US and Western-centric IR field. In this vein, the classroom is a major arena in which critical thinking, contestation, new research, and action agendas emerge.