AY2022 Center for Inclusive Leadership（CIL）
Research Project Grant
研究代表者

所属・職位

氏名

Research
Representative

Affiliation/Position

研究課題名
Research Title

Towards inclusive historical narratives: Research on the clash of conflict narratives in thestudy of international reconciliation and peace

研究メンバー
Research Group
Members

APS, Associate Professor

Name

Emilia S. Heo

氏名

所属

職位

Name

Affiliation

Position

2022 年度 研究成果（研究経過・到達点を明確にご記入ください。800～1,000 字）AY2022 Research Results (Please state clearly the research progress, results, approx. 400 words.)
As research grant recipient of APU Center for Inclusive Leadership (AY2021-AY2022), I explored the clash of conflictnarratives youths share in the study of reconciliation and peace in International Relations (IR) classrooms. Working withdata collected through class observations and surveys, the research seeks for providing creative and inclusive means of(re)shaping narratives that help individual agencies discover the world differently and in turn behave differently.
Zooming into three IR lecture courses (International Peace Studies, Introduction to International Relations at theundergraduate level, and Conflict Resolution at the graduate level), the researcher decoded and analyzed participants’written works as well as group activities in order to identify the nature of conflicting narratives, the way they react in thepresence of others, and which pedagogical tools may be implemented in order to create a more inclusive environment forparticipants to study international relations and peace studies. To achieve these goals, the researcher used several
interdisciplinary methods to implement three steps of inclusive learning:
Step I Feeling comfortable. APU students come to the classroom with their historical baggage, frequently exposed tohostile otherness. It is therefore crucial to create a learning environment in which students feel comfortable to be whothey are. Introducing the narrative turn in IR helped them make sense of their stories from a disciplinary approach.
Step II Learning through the eyes of others. When learning about historical and contemporary issues, the researcher
makes sure that readings allow students to reflect on both sides of the story. Assignments are carefully designed in away that invites students to analyze why the other side does not necessarily think the way we do instead of focusing on
who is right or wrong that often causes emotional reactions. When students come to the class, they are surprised thatothers did not learn what they did or learned it differently. With a slight touch on the discussion manner, it becomesdifficult to stop students from sharing and wanting to know more.
Step III IR and me. To help them realize their own agency, a reflection on what counts as IR and who matters isessential. To break the realm of high politics that portrays political elites as sole actors, art forms such as visual arts,
literature, music, or dance are best suited in providing alternatives to create a space of dialogue. To deal with thecontested narratives, literature came with great success. Reading novels gave more freedom to students to express what
otherwise would have been difficult to do so. Inviting students to use creative means to conduct their own research wasalso fruitful. One of the main projects students enjoyed working together was to design their own WW2 museum on
APU campus. Although it requires more elaboration, students’ outcome showed a sensitive approach to the otherness
which presents new perspectives on global politics and empower themselves as active agents of our world.
The researcher engaged in and practiced non-conventional teaching methods. In doing so, she put emphasis onaesthetics, as this enables her students to approach what unfolds as reality in front of them in different ways, experienceinternational affairs beyond ‘high politics’, and connect it to their own life-worlds. It is her ambition to gain for herself
and their students agency in their studies, and, rather than despair and give in to all the horrors that the study ofinternational politics entails, contribute towards what the researcher refers to as a ‘positive IR’ that highlights
anthropological constants, seeks for human cooperation, and considers possibilities for peace and reconciliation. The
researcher has submitted a CIL working paper that partially shares the research outcome in November 2022. For further
dissemination, a book chapter on IR pedagogy will be completed by the end of June 2023 on sharing the teachingpedagogies and methods on inclusive historical narratives.

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2022 年度中の研究発表（予定を含めてご記入ください）
Research Publications in AY2022 (journal articles, conferences, etc.) (Please include future plans as well)
発表方法
詳細
Publication
Methods

Details
著書・論文名等
Title of Books or Articles

著書・論文等
Books or Articles“Teaching IR Theory as Foreigners inthe Global North” in Handbook of IR
Theory Pedagogy

出版社／掲載誌・巻号等
Name of Publisher /Name and Volume of Journal
Palgrave Macmillan (Editor: Jamie Frueh)

タイトル
Title
学会等
Presentation at anAcademicConference

Challenges of conflict narratives in theinter-Korean relations: A pedagogicalperspective

学会名Name of an Academic Conference
Korea Peace Forum 2022 (5-6 October,Washington DC, USA)

刊行年月日
Date ofPublication
2024

発表年月日
Date ofPresentation
6 October 2022

その他
Others2022 年度 開催イベント（予定を含めてご記入ください）
Events in AY2022(Please include future plans as well)

イベントタイトル

イベント詳細開催年月日

Title of Events

Event Description

Date of Event

イベント
Event2