Pandemic Pedagogy

The COVID-19 pandemic has dramatically disrupted instruction across higher education. What have International Relations scholars learned from the experience of teaching through this situation? Contributors to this volume consider three themes: how they have adapted to new modes of instruction, what constitutes appropriate care for our students amid crisis, and how we as an epistemic community should prepare for future disruptions.

"This is a remarkable document of the struggles, innovations, and reflections provoked by the unplanned shift to mostly-online pedagogy due to the COVID-19 pandemic. Far from a simple compendium of lessons learned and advice for the future, the chapters here lay bare the challenges faced by a diverse group of teachers and institutions, and make us witnesses to their striving to meet those challenges—and to re-think the purposes of their pedagogy in so doing. Highly recommended for all teachers in international studies."  (—Patrick Thaddeus Jackson, American University, US.)

"While this collection of essays is directly inspired by experiences of teaching about global politics during the coronavirus pandemic, instructors will find that its insights extend beyond the present moment. This volume is an outstanding addition to the growing literature on teaching in the discipline." (—Jennifer K. Lobasz, University of Delaware, US.)


"COVID19 created numerous challenges for those of us who teach. But it also offered opportunities, especially for those who teach about international politics. From heightening awareness of the interconnected nature of the world, generating the ability to experiment with new pedagogic approaches, and forcing a rethink of the “classroom environment,” instructors from around the globe sought to make the best of a difficult situation. The contributions to this volume provide a treasure trove of lessons learned from those experiences and experiments. Any and all of them will make you a better teacher of international politics, both virtually and in-person."  (—Paul Poast, University of Chicago, US.)



"This wonderful book serves several important purposes, from processing what we have all just been through, to guiding us in our future teaching. The chapters offer radically different but equally important contributions to our professionand this moment. From Ettinger’s beautifully written philosophical musing on teaching undergraduates in an “age of crisis,” to Dayal’s real-time account from her apartment in New York (looking down on a mobile morgue, sirens in the background as she records her lectures), to Lemke’s how-to guide for balancing asynchronous and in-person teaching, the book is brimming with larger insights and smaller tips. I hope all my colleagues will read this." (—Hilde Eliassen Restad, Bjørknes University College, Oslo, Norway.)



"The global pandemic has changed our world in dramatic ways, including how we teach. This timely volume provides a wealth of valuable and innovative ideas. With a special eye for the student’s—rather than just the instructor’s—experience in critical times and on virtual environments, this excellent volume stands out for the diversity of its contributors and compassionate approach to teaching." (—Gregorio Bettiza, University of Exeter,UK.)

"There is a venerable tradition of studying dramatic political shocks and what they mean for the international system and for international relations. But what do political shocks in general, and the COVID-19 pandemic in particular, mean for the teaching of International Relations? This thoughtful compilation of essays and personal reflections by scholars from across the world does essential service by providing IR scholars—as teachers—with tips and insights on how to be sensitive to student needs while coping with the stresses of online and hybrid teaching. Overall, these essays are the start of a valuable conversation on these issues that emphasize flexibility and compassion. They will prove to be a useful resource for established scholars as well as early career scholars as they think through their teaching responsibilities in this era of change while managing their other tasks, both professional and personal." (—Manjeet Pardesi, Victoria University of Wellington, New Zealand.)

Andrew A. Szarejko is a Donald R. Beall Defense Fellow in the Defense Analysis Department at the U.S. Naval Postgraduate School.