Disciplinary Dungeon Master
This chapter provides a perspective on teaching from the Global South—Brazil, to be more precise. It describes how I ended up becoming a professor. I relied on something that was familiar to me in order to feel comfortable in class and it soon became my most noticeable characteristic as a professor. Based on active learning methodologies, I use narratives and storytelling to structure my classes as Dungeons & Dragons campaigns. It helped students to connect theory and practice and to understand complex/abstract concepts as this strategy allows me to catch student’s attention and to provide context, relevance, and meaningful connections between what they are studying and their real lives.
- Jackson, Patrick Thaddeus. 2011. The Conduct of Inquiry in International Relations: Philosophy of Science and Its Implications for the Study of World Politics, The New International Relations. London/New York: Routledge.Google Scholar
- ———. 2010. The State of the Active Teaching and Learning Literature. In The International Studies Encyclopedia, ed. Robert A. Denemark, 1–18. Malden: Blackwell Publishing. https://doi.org/10.1093/acrefore/9780190846626.013.427.CrossRefGoogle Scholar
- Lantis, Jeffrey S., Kent J. Kille, and Matthew Krain. 2018. The State of the Active Teaching and Learning Literature. Vol. 1. Oxford University Press. https://doi.org/10.1093/acrefore/9780190846626.013.427.CrossRefGoogle Scholar
- Valença, Marcelo M., and Cristina Yumie Aoki Inoue. 2017. Contribuições do Aprendizado Ativo ao Estudo das Relações Internacionais nas Universidades Brasileiras. Meridiano 47 - Journal of Global Studies 18: 1–15. https://doi.org/10.20889/M47e18008.