Re-visualising international relations: Audio-visual projects and direct encounters with the political in security studies tla

Research output: Contribution to journalArticle

Abstract

In this paper we discuss how an innovative audio-visual project was adopted to foster active, rather than declarative learning, in critical International Relations (IR). First, we explore the aesthetic turn in IR, to contrast this with forms of representation that have dominated IR scholarship. Second, we describe how students were asked to record short audio or video projects to explore their own insights through aesthetic and non-written formats. Third, we explain how these projects are understood to be deeply embedded in social science methodologies. We cite our inspiration from applying a personal sociological imagination, as a way to counterbalance a ‘marketised’ slant in higher education, in a global economy where students are often encouraged to consume, rather than produce knowledge. Finally, we draw conclusions in terms of deeper forms of student engagement leading to new ways of thinking and presenting new skills and new connections between theory and practice.
LanguageEnglish
Pages415-429
Number of pages15
JournalEuropean Political Science
Volume16
Issue number3
Early online date29 Apr 2016
DOIs
Publication statusPublished - 1 Sep 2017

Fingerprint

international relations
aesthetics
student
video
social science
economy
methodology
learning
education
imagination

Bibliographical note

This is a post-peer-review, pre-copyedit version of an article published in [European Political Science. The definitive publisher-authenticated version Obradovic-Wochnik, J., & Hayes, S. (2016). Re-visualising international relations: audio-visual projects and direct encounters with the political in security studies. European Political Science, Advance online publication. 10.1057/eps.2016.21 is available online at: http://www.palgrave-journals.com/eps/journal/vaop/ncurrent/abs/eps201621a.html

Keywords

  • audio-visual assessments
  • critical security studies
  • sociological imagination
  • teaching

Cite this

@article{02c5e25255264bb0981bc088d98b743b,
title = "Re-visualising international relations: Audio-visual projects and direct encounters with the political in security studies tla",
abstract = "In this paper we discuss how an innovative audio-visual project was adopted to foster active, rather than declarative learning, in critical International Relations (IR). First, we explore the aesthetic turn in IR, to contrast this with forms of representation that have dominated IR scholarship. Second, we describe how students were asked to record short audio or video projects to explore their own insights through aesthetic and non-written formats. Third, we explain how these projects are understood to be deeply embedded in social science methodologies. We cite our inspiration from applying a personal sociological imagination, as a way to counterbalance a ‘marketised’ slant in higher education, in a global economy where students are often encouraged to consume, rather than produce knowledge. Finally, we draw conclusions in terms of deeper forms of student engagement leading to new ways of thinking and presenting new skills and new connections between theory and practice.",
keywords = "audio-visual assessments, critical security studies, sociological imagination, teaching",
author = "Jelena Obradovic-Wochnik and Sarah Hayes",
note = "This is a post-peer-review, pre-copyedit version of an article published in [European Political Science. The definitive publisher-authenticated version Obradovic-Wochnik, J., & Hayes, S. (2016). Re-visualising international relations: audio-visual projects and direct encounters with the political in security studies. European Political Science, Advance online publication. 10.1057/eps.2016.21 is available online at: http://www.palgrave-journals.com/eps/journal/vaop/ncurrent/abs/eps201621a.html",
year = "2017",
month = "9",
day = "1",
doi = "10.1057/eps.2016.21",
language = "English",
volume = "16",
pages = "415--429",
journal = "European Political Science",
issn = "1680-4333",
publisher = "Palgrave Macmillan Ltd.",
number = "3",

}

TY - JOUR

T1 - Re-visualising international relations

T2 - European Political Science

AU - Obradovic-Wochnik, Jelena

AU - Hayes, Sarah

N1 - This is a post-peer-review, pre-copyedit version of an article published in [European Political Science. The definitive publisher-authenticated version Obradovic-Wochnik, J., & Hayes, S. (2016). Re-visualising international relations: audio-visual projects and direct encounters with the political in security studies. European Political Science, Advance online publication. 10.1057/eps.2016.21 is available online at: http://www.palgrave-journals.com/eps/journal/vaop/ncurrent/abs/eps201621a.html

PY - 2017/9/1

Y1 - 2017/9/1

N2 - In this paper we discuss how an innovative audio-visual project was adopted to foster active, rather than declarative learning, in critical International Relations (IR). First, we explore the aesthetic turn in IR, to contrast this with forms of representation that have dominated IR scholarship. Second, we describe how students were asked to record short audio or video projects to explore their own insights through aesthetic and non-written formats. Third, we explain how these projects are understood to be deeply embedded in social science methodologies. We cite our inspiration from applying a personal sociological imagination, as a way to counterbalance a ‘marketised’ slant in higher education, in a global economy where students are often encouraged to consume, rather than produce knowledge. Finally, we draw conclusions in terms of deeper forms of student engagement leading to new ways of thinking and presenting new skills and new connections between theory and practice.

AB - In this paper we discuss how an innovative audio-visual project was adopted to foster active, rather than declarative learning, in critical International Relations (IR). First, we explore the aesthetic turn in IR, to contrast this with forms of representation that have dominated IR scholarship. Second, we describe how students were asked to record short audio or video projects to explore their own insights through aesthetic and non-written formats. Third, we explain how these projects are understood to be deeply embedded in social science methodologies. We cite our inspiration from applying a personal sociological imagination, as a way to counterbalance a ‘marketised’ slant in higher education, in a global economy where students are often encouraged to consume, rather than produce knowledge. Finally, we draw conclusions in terms of deeper forms of student engagement leading to new ways of thinking and presenting new skills and new connections between theory and practice.

KW - audio-visual assessments

KW - critical security studies

KW - sociological imagination

KW - teaching

UR - http://www.scopus.com/inward/record.url?scp=85029716157&partnerID=8YFLogxK

U2 - 10.1057/eps.2016.21

DO - 10.1057/eps.2016.21

M3 - Article

VL - 16

SP - 415

EP - 429

JO - European Political Science

JF - European Political Science

SN - 1680-4333

IS - 3

ER -