Abstract:

Content digitilisation has become increasingly popular within higher education to update teaching materials and provide students with cutting-edge resources. But at what cost? This paper seeks to explore the positive and negative aspects of using these pedagogical tools within the discipline of Politics and International Relations (IR). Specifically, it aims to understand how digitalisation impacts how we can teach Critical Perspectives in IR (such as Feminism and Postcolonial Politics), subject areas that emphasise non-traditional forms of knowledge creation and sensory methods. Does digitalisation work for topics like this? Or does it reduce the importance and quality of the work of postcolonial scholars and feminists around the world? The paper will question key barriers such as accessibility, voice recognition, facial recognition and more to try to comprehend what the future might look like for critical perspectives in a world that is moving closer and closer to becoming ‘artificial’.

Keywords:

Pedagogy, online learning, digitalisation, feminism, post-colonialism.