Redefining IR pedagogy in Southeast Asian regional dynamics studies’ teaching: the role of case studies

Abstract

For instructors, teaching Southeast Asian regional dynamics is challenging because the region spans vast areas with divergent political, security, and economic dynamics. Unfortunately, the signature international relations (IR) pedagogy is still dominated by the traditional one-way teaching method, which severely undermines students’ commitment to exploring knowledge. Considering the need to commit to and innovate within IR pedagogy, this study bridges the conceptualization of “retrospective” and “decision-forcing” case studies as alternative learning methods in teaching Southeast Asia-relevant classes in IR programs. Retrospective cases examine the past, aiming to make sense of past decisions or events by focusing on the policies implemented by decision-makers. Meanwhile, decision-forcing cases look to the future as students explore different potential resolutions for ongoing cases. In both case studies, several themes relevant to Southeast Asia are explored, including dynamics within regional intergovernmental organizations, Southeast Asian institutions and declarations, and ongoing crises related to border and maritime disputes in the region. By providing cueing questions and adopting learning methods geared toward student-centered learning (SCL), case studies offer intriguing exercises that enhance IR students’ public speaking and critical thinking skills, advancing the redefinition of IR pedagogy through innovative learning methods.

Access to Document

Other files and links

• Link to publication in Scopus
• Open Access Version Available

Fingerprint