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This edited volume is a collection of twenty-three autobiographical narratives by successful teachers of global politics and international relations. The diverse contributors (from a variety of institutional contexts, sub-disciplines, and countries) describe their development as teachers, articulate mission statements for their teaching, and link both to pedagogical practices that exemplify their teaching philosophies. Rather than provide specific recipes for authoritative techniques, the essays empower readers as creative developers of their own approaches to teaching global politics. They demonstrate the multiple ways that instructors have grounded deliberate pedagogical designs in a variety of deeper philosophical commitments, and resources are provided to facilitate discussion and collaborative deliberation between groups of readers.

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1. Introduction Jamie Frueh, Bridgewater College, USA
2. Teaching is Impossible: A polemic Naeem Inayatullah, Ithaca College, USA
3. Pedagogical Micro-communities: Sites of Relationality, Sites of Transformation Kate Schick, Victoria University of Wellington, New Zealand
4. Time for Class Patrick Thaddeus Jackson, American University, USA
5. Things I´ve Learned from Failure and Friends Kevin Dunn, Hobart and William Smith Colleges, USA
6. Teaching as Service: Losing and Finding my Identity in Global Classrooms Jamie Frueh, Bridgewater College, USA
7. Confessions of a Teaching Malcontent: Learning to Like What you Do Jennifer Sterling-Folker, University of Connecticut, USA
8. Teaching in Capitalist Ruins David Blaney, Macalister College, USA
9. Pedagogies of Discomfort: Teaching International Relations as Humanitas in Times of Brexit Felix Rösch, Coventry University, UK
10. I Love Teaching: It is Fun! RE Shinko, American University, USA
11. "Come on Down!" Pedagogical Approaches from The Price is Right Jeremy Youde, Australian National University, Australia
12. From Two-time College Dropout to Full Professor: The Non-traditional Route to Teacher and Mentor Eric K. Leonard, Shenandoah University, USA
13. Teaching Writing as Social Justice Amy Skonieczny, San Francisco State University, USA
14. Learning to Teach IR: An Active Learning Approach Jennifer M. Ramos, Loyola Marymount University, USA
15. My Metamorphoses as an International Relations Teacher Jacqui de Matos-Ala, University of the Witswatersrand, South Africa
16. Oh Yeah, There´s Always Community College Julie Mueller, Southern Maine Community College, USA
17. An Individual Odyssey in Teaching International Relations Paul F. Diehl, University of Texas-Dallas, USA
18. Disciplinary Dungeon Master Marcelo M. Valen‡a, Brazilian Naval War College, Brazil
19. Swimming, Not Sinking: Pedagogical Creativity and the Road to Becoming an Effective IR Teacher Gigi Gokcek, Dominican University of California, USA
20. Strategies of a Boring Teacher J. Samuel Barkin, University of Massachusetts Boston, USA
21. The Unexpected Gift: "Oh, and You´ll be Responsible for the Model UN Program" Carolyn M. Shaw, Wichita State University, USA
22. Better than Before: My Pedagogical Journey Marc J. O´Reilly, Heidelberg University, USA
23. "Love´s Labor´s Lost": Teaching IR in Germany Axel Heck, University of Keil, Germany
24. Journey to the Unknown: Survival, Re-awakening, Renewal, and Reformation Brent Steele, University of Utah, USA

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Jamie Frueh is Professor of History and Political Science at Bridgewater College, USA. As Director of the Center for Engaged Learning, he oversees Bridgewater´s interdisciplinary academic programs and four endowed institutes. He runs pedagogy workshops at home and abroad, and is the 2019 recipient of the International Studies Association´s Deborah Gerner Innovative Teaching Award.

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