Making the invisible, visible: challenging the knowledge structures inherent in International Relations Theory in order to create knowledge plural curricula

Abstract

This article problematizes the lack of plurality of knowledges in International Relations theory curricula. The increase in knowledges and scholarship from the South has not seemingly filtered into International Relations theory curricula significantly. Thus Western knowledges still dominates the narrative. It investigates how knowledge structures inherent in the discipline coupled with Western centric ontology and epistemology function to exclude or marginalize knowledge that does not conform to specific criteria. I demonstrate how the third year IR theory curriculum at Wits University, has engaged with discipline’s knowledge structures as well as its ontology and epistemology to develop a knowledge plural curricula.