ror.org/002rjbv21
Abstracts
Résumé
Ce qui constitue la discipline des Relations internationales (RI) est aujourd’hui largement débattu. Les remises en question touchent les prétentions scientifiques et les frontières de la discipline en tant que champ distinct, mais également les enjeux éthiques et sociaux qui y sont associés. Ces derniers concernent autant les analyses produites en RI (leur contenu, leur pertinence scientifique, politique et appliquée) que les relations de pouvoir affectant les individus y prenant part. Inspirés par une préoccupation politique et normative particulière quant au rôle constitutif de nos expériences, nous proposons un appel au développement d’une optique « indisciplinée » afin de réfléchir sur la discipline des RI en milieu francophone canadien à l’aune de nos pratiques respectives d’enseignement en Relations internationales à l’Université du Québec à Montréal (UQAM) et à l’Université d’Ottawa, plutôt qu’à la lumière des portraits de diverses communautés nationales dessinées par les données du Teaching, Research, and International Policy (TRIP) de l’Institute for the Theory and Practice of International Relations du College of William and Mary. Notre contribution propose une réflexion en trois temps : 1) lancer un appel quant à la nécessité de l’interdisciplinarité en privilégiant une optique « indisciplinée » ; 2) insister sur l’importance de pouvoir activement pratiquer un « oubli » des théories des RI, pour reprendre la formule consacrée de Roland Bleiker, en mobilisant nos pratiques enseignantes ; et 3) mettre à contribution la curiosité féministe en RI comme méthodologie, notamment dans l’enseignement. Ultimement, cette démarche favorise une pratique d’ouverture sur le monde des relations internationales et, ce faisant, donne une place aux émotions pour donner un sens au monde des/en Relations internationales.
Mots-clés:
- ouverture sur le monde des relations internationales,
- oubli actif des théories des RI,
- interdisciplinarité,
- enseignement,
- méthodologie critique,
- curiosité féministe
Abstract
What constitutes the discipline of International Relations is today in question. These challenges to the discipline concern its scientific aspirations and disciplinary boundaries, as well as the ethical and social issues associated with them. The latter deal as much with the analyses produced in IR (their content, scientific, political, and applied value) as with the power relations affecting the individuals taking part in such analyses. Inspired by specific political and normative concerns, we seek to put forth an « undisciplined » perspective that reflects on the discipline of IR in the Francophone Canadian community through our teaching experiences in International Relations at the Université du Québec à Montréal (UQAM) and at the University of Ottawa rather than through the varied national communities as designed by the data of the Teaching, Research, and International Policy (TRIP) gathered by Institute for the Theory and Practice of International Relations at the College of William and Mary. Our contribution is threefold : 1) it appeals to the necessity of interdisciplinarity by foregrounding an « undisciplined » perspective ; 2) it insists on the primacy of actively « forgetting » IR theory, to echo Roland Bleiker, by mobilising our teaching practices ; and 3) it shows, through a critical methodological stance of feminist curiosity, how pedagogy may act as an opening to the world of international relations. While so doing, it promotes more openness as to what international relations might consist of and encompass, and acknowledges emotions as central to meaning-making processes in the world of/in International Relations.
Keywords:
- openness about the world of international relations,
- problematisation of theories of IR,
- interdisciplinarity,
- teaching,
- critical methodology,
- feminist curiosity
Resumen
lo que distingue a la disciplina de las Relaciones internacionales (RI) es hoy materia de debate. Los cuestionamientos refieren a las pretensiones científicas, a sus fronteras disciplinarias, así como a sus implicancias éticas y sociales. Estas últimas conciernen tanto los análisis producidos en RI (sus contenidos, su pertinencia científica, política y aplicada), como las relaciones de poder en juego. Inspirados por una preocupación política y normativa particulares en cuanto al rol constitutivo de nuestras experiencias, proponemos un desarrollo de una óptica « indisciplinada » para reflexionar sobre las RI en el contexto francoparlante de Canadá a la luz de nuestras prácticas respectivas en la enseñanza de las RI en la Université du Québec à Montréal (UQAM) y las Université d’Ottawa, en lugar de hacerlo en referencia a las distintas comunidades nacionales definidas en el Teaching, Research, and International Policy (TRIP) del Institute for the Theory and Practice of International Relations del College of William and Mary. Nuestra contribución propone una reflexión en tres tiempos : 1) hacer un llamado a la necesidad de una interdisciplinariedad « indisciplinada » ; 2) insistir sobre la importancia de poder practicar activamente un « olvido » de las teorías de las RI a fin de utilizar la formula consagrada por Roland Bleiker y movilizar nuestras prácticas de enseñanza ; et 3) servirnos de la curiosidad feminista en RI como metodología, particularmente en la enseñanza. Este proceder favoriza una apertura en el mundo de las relaciones internacionales y da lugar a las emociones permitiendo dar un sentido al mundo de las/y en RI.
Palabras clave:
- apertura en el mundo de las relaciones internacionales,
- olvido premeditado de las teorías de RI,
- interdisciplinariedad,
- enseñanza,
- metodología crítica,
- curiosidad feminista
Appendices
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