Complementing discussions of reflexivity as a research practice, this article turns its attention to the classroom. How does a pedagogy that invites students to practice reflexivity represent possibilities for thinking, writing, and imagining otherwise in scholarly engagements with world politics? In response to this question, I explore the dilemmas, challenges, and possibilities students encounter in practicing reflexivity. These include the challenge of meaningfully locating the self in relation to the workings of power, moving beyond a checkbox approach to vectors of identity, and learning to specifically analyze the manifestations of power in daily life. I argue that both the dilemmas and possibilities of practicing reflexivity are related to hierarchies of knowledge creation—and the opportunities to challenge those hierarchies—in the study of world politics. The aim is to illustrate how teachers and students of world politics alike can treat the invitation for reflexivity in the classroom as a potential site of experimentation and freedom that disrupts rigid frameworks of generating knowledge.

中文翻译：

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世界政治课堂中的反思性教学

作为一种研究实践的反思性讨论的补充，本文将注意力转向课堂。邀请学生进行反思性实践的教学法如何代表在世界政治学术活动中思考、写作和想象的可能性？针对这个问题，我探讨了学生在练习反思性时遇到的困境、挑战和可能性。其中包括有意义地定位与权力运作相关的自我的挑战，超越身份向量的复选框方法，以及学习具体分析日常生活中权力的表现。我认为，实践反身性的困境和可能性都与世界政治研究中知识创造的等级制度以及挑战这些等级制度的机会有关。目的是说明世界政治的教师和学生如何将课堂上的反思性邀请视为一个潜在的实验和自由场所，打破僵化的知识生成框架。