Teaching Academic Literacies in international relations: towards a pedagogy of practice

Academic Literacies elucidates how undergraduate students with diverse skillsets can effectively engage socially constructed and discipline-specific knowledge(s) through writing. Over the last two decades, language specialists education researchers have developed a robust, student-focused epistemology. However, it remains unclear lecturers understand teach in their courses. This article shifts focus by exploring we – teaching team International Relations at Swedish university translated knowledge claims ideological commitments of into an applied pedagogy. We employ collaborative, reflective practice to investigate progressively integrated introductory, bachelor’s level course from 2010–2019. Specifically, illustrate used formative feedback, peer assessment, journaling academic conclude discussion best practices unresolved challenges our evolving pedagogical design.