Are We There Yet? A Global Investigation of Knowledge Inclusion in International Relations Theory Curricula

It is now rather well established that most International Relations (IR) theories are predicated on Western knowledges. This potentially limits their analytical capacity to explain international relations beyond Western ideological values or interests. However, in recent years there has been a substantial increase in scholarship not only critiquing the Western centric nature of International Relations theory but also exploring the contributions that knowledges from the global South make to the field of IR theory. Thus, the status quo is shifting, albeit slowly. Nevertheless, the impact as well as the implication of this shift toward knowledge plurality for the IR theory curricula has not been paid adequate attention. Consequently, this article investigates whether the demand for knowledge plurality in the realm of IR theory research has made inroads into the arena of pedagogy resulting in the generation of knowledge plural IR theory curricula. Moreover, it examines the different choices and interpretations made by educators in endeavouring to create knowledge plural IR theory curricula in various global contexts. Further, it endeavours to discern the factors that have informed and/or shaped respondents’ curricula and pedagogical choices pertaining to the selection, structuring and transmission of IR knowledge at tertiary education institutions in different geographical contexts. Ultimately, it reflects on the implications of the increase in knowledge plural curricula for the development of greater knowledge plurality within the discipline.