Epitome of nerdiness

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I guess I shouldn’t have been surprised.

After all, one of my favorite ‘games’ as a kid was to ‘play classroom’ where I would be the teacher bestowing knowledge and wisdom to my 6-7 year old peers in the playground. Going through my journals from early on, I seem to have believed becoming an English teacher/professor was my calling. There were also all these English tutoring/camps I thoroughly enjoyed, amidst occasional tears of frustration because these lovely kids couldn’t get the simple performance of the Beatles’ ‘Hello and Goodbye’ right. Above all, people I have come to admire and look up to in real life have mostly been teachers and professors, ranging from my favorite teacher Tom at the English Centre in middle-high school, the Peace Corps Volunteers who gladly indulged our teenage presence on a weekly basis, to professors in English Literature and at GSIS at university. (Although, considering the number of years I have spent studying/being at school, this should not be too unexpected).

Yet I can’t help but being pleasantly surprised at my eagerness and enthusiasm this semester. Truth be told, I was indeed very nervous to teach undergraduate students (*gasp* not kids anymore!!!) and I could definitely feel and hear my voice shake that first Friday at 9 am in my first class. I forgot half of the things I wanted to say in my second class at 10 am and was still a bit careful in my third and final class of the day at 12 pm.

But as I read articles and papers and textbooks by authors I have read over and over for almost 10 years now (!), it’s like I’m reading them for the first time under a new light, because I get to be the one explaining them and sharing my own interpretation of things based on everything I have learned so far. While most of my students (yes, MY students!) have just begun to carefully and hesitantly tread the vast and tumultuous waters of IR, just getting to know the existence of theories like Realism, Liberalism and Constructivism, I cannot help but feel like I have a responsibility and duty to tell them what took me years to learn. I know I’m going to impose a huge bias on my part, but how can you not want to share all these exciting things? Things like Constructivism is cool, Feminist IR theories even cooler, IR is not just about politicians making a difference but also about individuals like Brandon from HONY (Humans of New York) who help you change your perspective on the very misunderstood and misjudged continent that is Africa.

I read Alexander Wendt and marvel at the numerous possibilities students nowadays could have to deconstruct their own world. I skim Samuel Huntington and imagine the different ways to criticize and point out the (very) few relevant points he still has. I devour J.Ann Tickner and admire the vast spectrum of IR she has to offer us. IR is cool, man. There, I’ve said it.

I go over my emails three, four times before sending them out, put words in bold and italic and colors to make them more fun and say things like “Next week’s reading looks very exciting, Tickner and Wendt are personal favorites of mine ;)”. Personal favorites? I never knew the day would come that I would use those words to describe IR-related scholarly articles. Could I be any nerdier?

I go over the short bio/introduction they had as their first assignment and the constant cynicism I seem to have nowadays simply melts away as I inhale their excitement, their hopes and dreams, their promise of changing the world, and their goal to make the world a better place.

Yes, I was like that too, once, when I was a freshman at university.

But what I remember most about my experience with IR as a freshman and throughout undergrad is, disappointment. Disappointment that all we got to learn was theories that in no way seemed to explain what was going on in the ‘real world’, like the war in Iraq, or boring details of agreements and wars before, during, and after WWI. Although I do know now that these are the necessary steps one needs to take to understand and study IR (and these kids will certainly have to face the same music as well), I want my classes to give them something I didn’t have when I was their age.

I want them to know that IR is not just about theories and history. I want them to see that theories are impressive and intriguing tools they can use and manipulate to understand the ‘real world out there’ and find their own solutions to the problems. I want them to feel, always feel, that yes, they can, and should, make the world a better place.

I’m just fooling myself, aren’t I?

Made by moi! This is what I do with my 'free' time...

Made by moi!
This is what I do with my ‘free’ time…

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