Globalize IPE, not just the syllabi! Virtual classrooms interactions and the making of the Atlantic Diagonals glossary

Jean-Christophe Graz, Jean-Marie Chenou, Carolina Urrego-Sandoval and Sylvain Maechler

Review of International Political Economy, 2024, vol. 31, issue 4, 1322-1341

Abstract: How do we as scholars and instructors globalize International Political Economy (IPE) teaching beyond the syllabi? This pedagogical intervention proposes a concrete way to globalize IPE teaching in the classroom and through student-led activities based on courses taught during two semesters at the Universities of Lausanne (Switzerland) and Los Andes (Bogota, Colombia). We present the making of a multilingual glossary of IPE drafted by groups of students based in different universities in very different geographical, political, economic and cultural contexts. We argue that such a pedagogical intervention is not only about globalizing and decolonizing the teaching of IPE; it also helps develop important competences by students, especially their engagement and criticality. We review the literature on globalizing and decolonizing IPE before providing background on the idea of ‘global competence’ as part of the objectives of higher education and its relevance for recent calls to globalize IPE. We then present a toolbox for the pedagogical intervention that we used in such a way to be reused by anyone wanting to build upon it. Lastly, we further reflect on the contribution and challenges of such interventions regarding current attempts to globalize and decolonize IPE.

Date: 2024
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DOI: 10.1080/09692290.2023.2285871

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