The Politics of Pedagogy: The Problem of Order in the IR Classroom.

The Hobbesian problem of order has been central to international relations (IR) pedagogy. What are the political implications of this pedagogy? Giving students conceptual tools to understand world politics feels vital in this moment of anxiety about the erosion of the current international order. But some of the deepest threats to international order are rooted in a multiplicity of justice claims. IR's explanatory orientation, and the many biases underlying its anchoring concepts, limit our ability as educators to make sense of those threats in the language of the discipline. How do we teach IR, then, without socializing students into a problematic discipline that only reproduces the existing order? I propose that rather than jettison our disciplinary concepts and frames with their baked-in injustices, we can reorient our teaching about them. Drawing on history and mythology, I focus on the Westphalian myth that anchors IR's central question: Given states, how can international order be produced? I suggest another version of the myth that foregrounds how order and justice, the explanatory and the normative, are entangled all the way down. This revised Westphalian myth urges us to think of recognition of political units—a justice claim—as intrinsic to ordering decisions. [ABSTRACT FROM AUTHOR]