Finally, some might argue that one of the underlying goals of the study of international
relations is to expose students to the global community and hopefully to inspire them about the
modern potential of democracy, civil society and civic engagement. These cases allow one to
discuss difficult global issues such as poverty, underdevelopment, child deaths, violence and
war, the underground economy, etc. However, in dealing with these issues, the cases also
facilitate presentation of activism, positive change and hope created by both advocacy and direct
service organizations. Ultimately, studying TANs can empower students about the potential of
civil society and citizen engagement as well as the ability of people to make a difference.
Teaching activism and global citizenship using campus level opportunities
In international relations courses, we teach students relevant theories for analyzing global
power and interactions. Many simulations, exercises and current event analyses can be utilized
to enable students to apply these theories and therefore gain both practical and theoretical
understanding. This experiential approach to international relations tends to be more engaging
for students and leads to a more thorough understanding of both the issues and theoretical
perspectives. However, as mentioned in the introduction, when we engage students with global
problems, we run the risk of either depressing or overwhelming them and creating feelings of
being disconnected and powerless. Activities on environmental degradation, nuclear arms
proliferation, under-development and inequality, AIDS, genocide, and global warfare are often
eye-opening but also tend to be disturbing.
comparative questions – such as why was one campaign more effective or influential than another.
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Robinson points out that it may also be socially irresponsible to ‘study’ these issues and not take any action to try
to address them, as simple academic analysis removes one from one’s role in the problem and models apathy to
students (2000).
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Convention