Unlearning the Discipline: Decolonising International Relations Through Pedagogy and Praxis

Abstract

The discipline of International Relations (IR) in Australia, as elsewhere, is steeped in historical and ongoing violence, including violences of colonisation. The way that IR is taught and practised in Australia reproduces the discipline's erasures and ignorance of the effects of colonisation and ongoing forms of marginalisation, knowledge extraction, and harm that normalise existing structures of power. In this article, we ask how mainstream theories, pedagogies, and practices of IR scholarship in Australia contribute to the ongoing coloniality of the discipline and reproduce these geospatial hierarchies and structures of marginalisation and exclusion. We argue that, as teachers, we have to consistently engage in un‐doing the violence of disciplinary history. We theorise that this is so because the artefacts we teach are the product of a knowledge life cycle immersed in, and structured by, coloniality and hierarchy. Drawing on a survey of Australian universities' IR curricula and interviews with their instructors, in addition to our own research training and practice as Australian IR academics, we examine how, if, and when it is possible to connect decolonial theory with practice and to thus generate decolonial praxis in the production of IR knowledge.