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In a world of accelerated movements, this article examines how infrastructures matter in international relations. We first show that the International Relations (IR) discipline has relegated infrastructures to the background of their studies and treated them as passive tools despite their forcible role in the establishment of the modern state system. By adopting a sociological definition of "the international," this article emphasizes the centrality of materials and mobilities in thinking about the international and calls for a novel infrastructural lens in the IR discipline. We argue that infrastructures provide crucial mechanisms for forging the distinctions between units that constitute the international as a separate realm. We outline how infrastructures continuously transform this realm through re-scaling and re-ordering spaces, polities, and people. In the meantime, infrastructures are at the heart of social processes, which generate knowledge practices that constitute the international. They inscribe themselves in discourses, produce meaning, and shape identities, and they are thus part of the ideational underpinning of the international. We conclude by advocating a shift in the analytical weight of materials in IR, premised on an interdisciplinary dialogue, and suggest a theoretical and methodological recalibration of the discipline's treatment of infrastructures. [ABSTRACT FROM AUTHOR]

The article argues that International Relations, and especially those approaches that are informed by the epistemological and methodological premises of reflexivity, would benefit from a more diversified range of comparative methodologies other than those deriving from the work of J.S. Mill and more recent developments within the neopositivist canon. While discussions of methodology in International Relations have become open to a diversity of approaches in recent years, scholars have often been less prone to formulate explicit methodological guidance, especially in the form of practical guidance for alternative comparative research designs. Building on but further developing existing work on reflexivity and methodology, the article thus aims to open up methodological possibilities for reflexive IR by delineating three comparative strategies: defamiliarizing discursive comparison, contrapuntal comparison, and vernacular comparison. Each of the strategies is explained with reference to its theoretical and methodological background in existing scholarship, two key stages for its practical application, as well as examples. The article concludes by highlighting the importance and urgency of methodological innovation in IR––especially when it comes to approaches inspired by reflexivity. [ABSTRACT FROM AUTHOR]

Le contexte international évolue rapidement, en particulier en Europe et dans les Amériques. Les facteurs politiques, économiques et sociaux des dernières décennies ont tous changé, et ce changement devrait être durable. Cependant, le changement est aussi l’occasion de revisiter et de mieux comprendre les éléments qui l’ont engendré. Dans ce contexte, cette contribution aborde les relations historiques, politiques et sociologiques entre l’Amérique latine et l’Europe, qui partagent une familiarité dans des domaines clés, de la famille linguistique à la famille juridique. La recomposition en cours menace-t-elle cette parenté ? En fait, la réponse se trouve dans les racines de la relation inégale entre les deux régions du monde, dans une parenté qui est née plus d’une union forcée que d’un mariage. Comment dépasser ce passé ? Quelles sont les possibilités de reconstruire une forme de coopération, un partenariat qui aille au-delà d’une union de fait aux aspects imparfaits, comme les politiques migratoires plutôt improvisées ou les accords économiques contradictoires entre ces deux régions mondiales ? Comment faire en sorte qu’à l’avenir, l’Europe et l’Amérique latine puissent compter l’une sur l’autre pour maintenir la paix comme valeur commune ? Toutes les questions posées aujourd’hui dépendent d’un regard sur le passé : pour les uns comme pour les autres, il s’agit d’un regard dans le miroir.

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Copyright of Interventions Économiques is the property of Association d'Economie Politique and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In line with the call for greater engagement with the affective and emotional dimensions of conducting research in conflict and post-conflict settings, this article addresses the methodological implications of incorporating emotionally sensed knowledge into the research process. It argues that emotions serve as fundamental heuristic keys for entering the field and acquiring situated knowledge. By reflecting upon practical challenges and ethical concerns encountered during field research in Iraq, the article aims to challenge disciplinary practices that promote emotional self-censorship and provide guidance to young researchers navigating the messy contingencies of fieldwork. The neglect of emotions in positivist approaches is examined in relation to the political economy of knowledge production, suggesting that prevailing emotional silence may lead to harmful research practices and threatens epistemological pluralism. [ABSTRACT FROM AUTHOR]

Over the past decade, rapid progress in artificial intelligence (AI) has transformed a range of areas, from medicine to strategic games and communication technologies, from art and culture to everyday office work. It would be naïve to assume that this evolution does not permeate and alter international affairs. Building on, and solidifying, a thriving yet still fragmented emerging literature on "AI IR," this forum gathers several critical diagnoses of the way AI technologies impact on various areas of international relations. Introducing new concepts and charting emerging empirical realities, contributors explore how AI advances, such as autonomous lethal systems, synthetic imagery and text, or intelligent systems, are already creating new landscapes of violent and nonviolent international interactions. Yet, behind their distinct takes, contributions together stress the need to correctly locate and evaluate specific sites of AI impact, thus offering a nuanced appraisal scrutinizing grand declarations of an "AI revolution" in global politics. [ABSTRACT FROM AUTHOR]

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The use of popular culture as a teaching tool is often overlooked in teaching introductory-level political science courses. In recent years, advocacy for the inclusion of popular culture in the classroom has increased due to studies that highlight the benefits of such application in combination with other teaching methods. This paper argues that the incorporation of popular music and cartoons as a combined auxiliary teaching tool is an efficient way to increase students' understanding of theoretical concepts at multiple levels and to encourage them to think unconventionally. Relating political science paradigms and theories to popular culture makes them accessible to a broad spectrum of students and ensures that students become more engaged in the classroom. Students may also be more likely to apply theoretical concepts to real-life events. In this paper, we share our observations of using popular songs and cartoons as supplementary teaching materials and methods to explain theories of international relations and comparative politics. [ABSTRACT FROM AUTHOR]

Cet article tourne et retourne les différents sens du concept puissance, concept à géométrie variable dans les Relations Internationales. Il analyse les différentes acceptions du concept au regard des intérêts nationaux qui varient selon les divers environnements qui s’imposent aux Etats. La plupart des auteurs souhaiteraient que les chercheurs en Science des Relations Internationales, prennent du recul devant l’unique assertion qu’ils ont tendance à octroyer à ce concept : celle de la force militaire, vecteur de domination.

Copyright of Foro Internacional is the property of El Colegio de Mexico AC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cette étude tente de démontrer que le rôle qu'a toujours joué l'Etat dans les Relations Internationales classiques et sa place dans la vie internationale ne sont plus les mêmes après la fin de la guerre froide. En effet, si dans les Relations Internationales classiques l'Etat était considéré comme l'unique acteur dans le système international, de nos jours, l'on assiste à l'entrée en scène des nouveaux acteurs non-étatiques qui sont venus le concurrencer. D'où, la nécessité d'adapter la compréhension du fonctionnement international suivant cette nouvelle donne qui nous permet ici de parler des nouvelles Relations Internationales avec des nouveaux paradigmes explicatifs par opposition aux Relations Internationales classiques qui semblent à notre avis, aujourd'hui dépassées. Les Etats ne sont plus les seuls maitres (avec des prérogatives amoindries), mais ils partagent désormais cet actorat avec les autres.

Fifty years after the 1972 Stockholm Conference, the scientific literature is called upon to offer an account of the past and inform future decisions. Against this backdrop, this critical essay offers a historical review of global environmental governance, covering the period from 1945 to 2022. To this end, it brings together the key processes and events of recent decades and identifies the moments that have shaped global environmental governance. Informed by scientific literature and official documents, the article outlines the emergence, agenda-setting and institutionalization of several environmental issues. It contributes to situating past developments in global environmental governance and contextualizing the processes underway. The study concludes with an invitation to pay greater attention to environmental issues and to rethink global environmental governance across state and disciplinary boundaries. [ABSTRACT FROM AUTHOR]

In recent years, there has been a growing interest in the international dimensions of populism, by now a major political phenomenon around the world. This interest, however, has been confined largely to the state level, especially the influence of populism on foreign policy. In this Forum, we argue that it is important for analysis to move beyond the state level and view populism as a concept and phenomenon of international relations (IR) rather than simply a factor of foreign policy. The Forum discusses implications of the rise of populism for IR theory, the role of international systemic change in the emergence of populism in national arenas, and the ways that regime type, state structure and institutions, ideational content, and the political strategies of populists condition the impact of populism on world politics. In this way, the Forum identifies specific directions for the study of populism in IR that scholars can follow in the future. [ABSTRACT FROM AUTHOR]

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To what extent does gender impact the level of conflict in an online international relations simulation environment? This article uses a survey of participants in the Statecraft simulation to determine the degree to which gender affects simulation outcomes. The authors worked with the Statecraft company to include a limited number of questions in Statecraft's end-of-simulation survey regarding participants' gender, the level of conflict in the simulated world in which the student participated, and whether the student's world succeeded in building the Globe of Frost, the analog for solving global warming in the simulation. Based on student responses, we find that classes with a majority of male students were significantly more likely to report that their simulated world had a high level of conflict. Teams with majority males were also more likely to initiate conflict and focus on foreign policy rather than domestic policy, though those results were insignificant. Gender did not appear to affect whether or not a simulated world solved the global warming analog; though not significant, the coefficient suggests male-dominated worlds were slightly more likely to construct the Globe of Frost. [ABSTRACT FROM AUTHOR]

This paper discusses the development of a podcast assignment as an alternative to a literature review paper in the international studies classroom. A podcast assignment still enables students to read, evaluate, and synthesize research in a given field, but also allows them to meet other important educational objectives such as application of research to a real-world problem or setting, teamwork, problem-solving, feeling a part of an intellectual community, communication and digital media skills, engagement with the field and the material, and ability to communicate academic research to an interested nonexpert audience. The paper situates podcasts within the scholarship of active teaching and learning, and describes the rationale for the development of the assignment in a course on international political economy, in part to deal with issues arising from the COVID-19 disruption. It describes how the assignment was run and was evaluated, and provides the assignment task description and scoring rubric, as well as supporting materials and resources. Finally, the paper uses student postexperience surveys to gather indirect assessment data on the podcast assignment's effectiveness in achieving a range of educational objectives. [ABSTRACT FROM AUTHOR]

In recent years, an array of initiatives has sought to bridge widely recognized gaps separating international studies scholars from policymakers and the public. While such gaps persist, changes in society, the media, and academia have altered the context for scholars seeking to make their research known to public and policy communities. On the one hand, the emergence on the public agenda of new policy concerns, proliferation of public-facing outlets seeking to feature scholarly expertise, and growing attention to diversity and inclusion have reduced some of the barriers to gap-bridging work. On the other hand, tenure and promotion standards continue to place limited weight on public engagement, political attacks on experts have raised new barriers to bridging, and social media often serve as sites of discrimination and harassment. We take stock of these shifts and use a scenario exercise to consider how the landscape for bridging the gap might evolve further in the years ahead. Focusing on potential changes in research funding models and the relationship between international studies scholarship and geopolitics, we highlight new bridging opportunities and challenges that may emerge over the next decade. [ABSTRACT FROM AUTHOR]

L’aire internationale est remplie de plusieurs irrégularités. Les relations qui existent entre les Etats ne traduisent vraiment pas l’esprit qui a présidé à la création de l’organisation entre les Etats. Ici ne règne pas une conduite de paix, mais de conflits et de guerres.

Copyright of Foro Internacional is the property of El Colegio de Mexico AC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article brings a broad array of works, which pertain to different research areas of international relations (IR), into contact with each other via a graphic method, systemism, to obtain insights that otherwise might prove elusive. Completion of these tasks is anticipated to exemplify how the systemist approach can enhance communication throughout IR. Systemism is introduced as a graphic technique for communicating arguments. Systemist graphics are used to convey the contents of (a) two studies that focus on theory per se and (b) a range of topics—foreign policy analysis, forecasting, and conflict processes. Systematic synthesis focusing on the two works about theory and bricolagic bridging that is based on all five studies reveal the contributions of a systemist approach, respectively, to the logics of confirmation and discovery. Value added from the systemist approach is confirmed for both IR research and pedagogy. [ABSTRACT FROM AUTHOR]

Résumé Le conflit angolais n’a pas su trouver un dénouement rapide et durable parce que la diplomatie africaine sur le plan multilatéral ne semble pas contraignante vis-à-vis des Etats membres. La présente étude décline cinq justifications majeures à ce sujet. Abstract The Angolan conflict has not been able to find a quick and lasting outcome because African diplomacy at the multilateral level does not seem to be binding on member states. This study identifies five major justifications in this regard.

Résumé Le fait colonial est venu déstructurer l’ensemble de la société africaine pour imposer sa domination faisant entrer les africains dans un cycle infernal d’exploitation économique et d’aliénation mentale dont le seul objectif était de maintenir le plus longtemps possible ce continent à la soumission. Face à cela, plusieurs leaders dont Papa Simon Kimbangu s’est employé durant son existence à montrer la voie à son peuple dans le sens de surmonter la peur accumulée et inoculée pendant des siècles. La présente étude planche sur la théorie de la paix de Papa Simon Kimbangu. En termes explicites, il s’agit d’une théorie de la paix démocratique et une paix tranquille dont les principes fondateurs sont notamment : la liberté contre le mal et le grand complot mondial, l’égalité de justice, l’émancipation, l’amour, l’espoir et la non-violence. Abstract The colonial fact came to destructure the whole of African society to impose its domination, bringing Africans into an infernal cycle of economic exploitation and mental alienation whose sole objective was to keep this continent in submission for as long as possible. . Faced with this, several leaders including Papa Simon Kimbangu worked during his life to show the way to his people in the sense of overcoming the fear accumulated and inoculated for centuries. This study is based on Papa Simon Kimbangu's theory of peace. In explicit terms, it is a theory of democratic peace and quiet peace whose founding principles include: freedom from evil and the great world conspiracy, equal justice, emancipation, love, hope and non-violence.

Copyright of Foro Internacional is the property of El Colegio de Mexico AC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although educators increasingly appreciate the pedagogical benefits of active learning techniques including simulations, many still see implementing them in their own classroom as a daunting task. The formidable time investment required often deters instructors from designing new simulations, and many find published simulations to be an imperfect fit. This article seeks to reduce the barriers to entry for instructors who are interested in designing personalized simulations yet hesitant in the face of real-world constraints. It does so by introducing a flexible framework for diplomatic simulations (DiploSim) that is firmly rooted in the design principles of drama, immersion, and reflection yet also easily customizable to fit instructors' preferred thematic content, negotiating format, schedule, and class size. By combining research and role play within a straightforward and pedagogically sound structure, DiploSim offers instructors a useful gateway into the world of simulations. [ABSTRACT FROM AUTHOR]

L’analyse de deux organes de presse arabes, Al Jazeera et Al Arabiya, nous amène à faire un constat différent de la reconnaissance des États-Unis de Jérusalem comme capitale d’Israël. Cette reconnaissance est le conflit sur la ville entre Israéliens et palestiniens se muent en tension d’ordre géopolitique à l’échelle régionale en plus de sa dimension interne qui concerne la pratique de la politique aux États-Unis.

This work aims to break new ground in the methodology used to study diplomatic relations and actions. On the one hand, this article evokes an initial desire to move away from a simple history of diplomacy towards a history of international relations, including, among other things, an analysis of the political and financial implications and the struggles for influence between the countries involved. Secondly, it sets out a second methodological aim, which is to study the repercussions of views of the Other in French and European diplomacy in Latin America in the nineteenth century: political and diplomatic actors act according to their perceptions, prejudices, respect, or contempt for the countries in which they intervene. Thirdly, this work shows a desire to use press analysis in the study of international relations: to understand when and how news about this distant war arrives, to see what stereotypes about the belligerents in question are represented in French newspapers, and how French and European diplomatic action is evoked in the press. Finally, this exploration of new methodologies for historical research raises several issues: analyzing the perceptions of historical figures without over-interpreting them or sticking prefabricated thought patterns to them, using digital research tools, and not neglecting the study of diplomacy itself [ABSTRACT FROM AUTHOR]

Discussions about diversifying the discipline of international relations (IR) are often met with limited evidence in practice. Employing the concepts of epistemic oppression and academic dependency, this article contributes to filling the existing knowledge gap by examining what the pedagogical practices of IR professors, particularly in terms of syllabi design and content, tell us about the state of disciplinary diversity. The article examines results from a preliminary study that analyzes different graduate-level IR syllabi from leading universities in the Global North (represented by United States and United Kingdom) and Global South (Africa in particular) in order to determine how their design, including required readings and other pedagogical choices in the classroom, contributes to the explicit diversity needed to push IR beyond its usual canon. The findings suggest that although more perspectives have become accepted or recognized, what is considered essential for graduate students to study and further propagate is still primarily mainstream. Another point is that what has become known as "critical IR" cannot automatically be equated with diversity. This means there is the need to further interrogate and open up more avenues that go beyond what can be characterized as a "critical canon" of IR. [ABSTRACT FROM AUTHOR]

We examine publications on the Middle East and North Africa (MENA) in nine leading political science journals across three decades (1990–2019) to evaluate the scope of political science engagement with the region since the 1990s and analyze trends in research interests, developments in the use of empirical methods, and authorship patterns. Our data highlight significant gaps in the geographic and substantive scope of extant scholarship. Specifically, the disproportionate focus on non-Arab countries and limited engagement with certain topics, including identity, nationalism, and state formation, raise concerns about selection bias and causal misidentification. Nevertheless, we find encouraging trends with respect to methodological developments; however, the methods and data sources employed appear to be determined by case selection to some extent. We also note that few MENA-based scholars currently publish in these journals. These findings have important implications for the integration of MENA studies with and knowledge production in political science. [ABSTRACT FROM AUTHOR]

The onset of the COVID-19 pandemic increased uncertainty, leading to questions about how it spread, how long it would last, and its long-term effects. In academia, many scholars worried about their positions and career advancement. Our research focuses on how different groups within academia coped during the initial period of the pandemic, with particular attention paid to the role of anxiety. We argue that vulnerable groups, such as historically excluded individuals, graduate students, and women, felt even higher levels of anxiety. We use original survey data collected from international relations and political science scholars during May 2020. We content analyze open-ended responses to illustrate the impacts of the pandemic on our participants' work life, including research productivity, the job market, promotion, and tenure. These analyses reveal not only what different groups of scholars are concerned about, but also the different ways in which they discuss the pandemic. Our research aims to highlight the social and mental health effects of the pandemic, with an eye toward addressing inequalities in academia. [ABSTRACT FROM AUTHOR]

The most frequent practice in teaching western undergraduate students about international relations (IR) is either to avoid gender studies altogether or at best to compartmentalize them to a single week. This practice marginalizes feminist research by amalgamating highly heterogeneous publications under the pretense that "they look at gender." Rather than treating gender studies as a unified research program, they should be linked to the full range of theories, approaches, or topics they are relevant to, based on their normative and ontological assumptions. In the end, gender-oriented scholars do not form a would-be paradigm, but a community of practice. This community, however, can itself perpetuate colonial exclusions and silencing. This study is based on a content analysis of fifty western undergraduate "Introduction to IR" syllabi from 2015 to 2020, as well as a reflection on my own experience since 2011 as a student, teaching assistant, guest lecturer, and professor in ten IR courses at three western universities. [ABSTRACT FROM AUTHOR]

In non-English-speaking countries, international relations (IR) scholars often face considerable pressure to publish in international journals and address international debates. At the same time, they are expected to cater to national publics, politicians, and funding agencies. In this article, we investigate how German IR scholars navigate this terrain and whether a national IR discourse still exists in Germany. To answer this question, we analyze citation patterns and the formulation of the puzzle in twenty-five volumes of the Zeitschrift für Internationale Beziehungen , the German flagship journal of IR. We find that two-thirds of scholarly works cited in those articles are written in English. References to German-language literature cluster in articles written by authors without disciplinary affiliation in IR. The majority of research puzzles are also situated firmly in international discourses, while only a minority really target German debates. We conclude that not much of a distinctively German conversation over matters of IR is left, at least in academia. What is still there revolves around German foreign policy, theory issues, and, to some extent, European studies. On most other issues, authors link up directly to international debates even when addressing their German colleagues in German. [ABSTRACT FROM AUTHOR]

This paper explores the promises and pitfalls of using ethnographic methods to analyze global politics in turbulent times. Ethnography has not gone unnoticed by international relations (IR) scholars, but the method remains at the fringes of the discipline. While acknowledging more recent feminist and practice theorist contributions to ethnographic research in IR, this paper brings together contemporary research across diverse issue areas, ranging from humanitarian intervention to transnational migration, to ask about ethnography's larger contribution to understanding global politics: What kinds of knowledge does ethnography produce about IR? In what ways might ethnography, informed by local perspectives, challenge top-down approaches to the study of IR? We identify three primary justifications for ethnographic methods based on different, though overlapping, forms of knowledge that they can uncover: tacit knowledge, marginalized knowledge, and subversive knowledge. We acknowledge issues that complicate access, and we warn that ethnographers are far from immune to the imperialist arrogance of mainstream methodologies. Ultimately, we call for reflexive scholarship to navigate the international politics of a "post-truth" and post-Covid world. [ABSTRACT FROM AUTHOR]

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Copyright of French Journal of British Studies / Revue Française de Civilisation Britannique is the property of Centre de Recherches et d'Etudes en Civilisation Britannique and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study of international norms from a social constructivist perspective has been one of the major conceptual innovations to the discipline of international relations (IR) over the past forty years. However, despite the concept's ubiquity, there is only a limited understanding of the large-scale trends in research associated with its rise. This analytic essay interrogates conventional wisdom, using a dataset of 7,795 mainstream, English-language journal articles from the Teaching, Research and International Policy Journal Article Database, supplemented with data from Web of Science. How have international norms been studied substantively and methodologically, what are major contributions and blind spots, and which opportunities for future innovation might exist? Although norms research has historically helped expand the scope of issues covered in IR (e.g., gender issues and public health), others have evidence gaps relative to the broader discipline of IR (e.g., terrorism and public opinion). Over the years, the proportion of empirical studies has increased, while purely theoretical, epistemological, and methodological work and innovation have decreased. Despite calls for methodological pluralism, norms research is significantly more qualitative and conceptual than mainstream IR in general and far less multi-method. While more international and less US-based than IR in general, norms research in mainstream journals seems to be no closer to a "Global IR," measured by regional focus and author affiliation. This suggests three promising avenues for future innovation: greater attention to specific substantive blind spots, more multi-method research, and increased attention to the agenda of Global IR. Beyond these individual insights, this review illustrates the general utility of complementing narrative literature reviews with ones based on quantitative data. It also provides a case study on conceptual proliferation and innovation in IR. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin d'Histoire Politique is the property of L'Association Quebecoise d'Histoire Politique and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin d'Histoire Politique is the property of L'Association Quebecoise d'Histoire Politique and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Social Science Information is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The goal of this study is to evaluate the application of the flipped classroom (FC) format in the international studies curriculum. Previous research has examined the impact of the FC on students' performance, operationalized by test scores, and demonstrated the utility of this technique in the learning process. Our research goes beyond student performance to evaluate the impact of the FC on student class attendance and the development of a set of soft skills, such as teamwork, critical thinking, self-efficacy, academic self-concept, and perception of learning. In our experiment, we compare an FC with a non-flipped class that combines traditional lecturing with other active learning techniques, such as presentations, teamwork activities, and problem-based debates. The study finds that the FC did not have a substantial impact on either students' performance, attendance, or soft skills. The differences between the two groups were too small to corroborate any tendency in favor of one or the other format. For the most part, students performed in a similar way. This can suggest that the benefits of an FC format might be less when compared with other active learning techniques. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Historia Actual is the property of Asociacion de Historia Actual and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Historia Actual is the property of Asociacion de Historia Actual and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)