Triangulating debates within the field: Teaching international relations research methodology

Journal article

Howard, Peter. (2010). Triangulating debates within the field: Teaching international relations research methodology. International Studies Perspectives. 11(4), pp. 393 - 408. https://doi.org/10.1111/j.1528-3585.2010.00413.x
AuthorsHoward, Peter
Abstract

Undergraduate introductory methods courses offer a unique opportunity to bring methodological pluralism to the field by teaching students multiple approaches to research. This article presents one way to organize an introductory undergraduate research methods course. By focusing on central debates between methodological approaches on issues of causality, context, and essentialism, an instructor can introduce positivism, interpretivism, and relationalism as distinct, coherent methodological approaches to research. Depicting these three debates and three approaches graphically on a triangle can illuminate some core methodological debates within the field today. It also illuminates the methodological underpinnings of many of the discipline's theoretical debates.

Keywordsteaching; methodology; relationalism; interpretivism; positivism
Year2010
JournalInternational Studies Perspectives
Journal citation11 (4), pp. 393 - 408
PublisherOxford University Press
ISSN1528-3577
Digital Object Identifier (DOI)https://doi.org/10.1111/j.1528-3585.2010.00413.x
Scopus EID2-s2.0-78149340618
Page range393 - 408
Research GroupInstitute for Advancing Community Engagement
Publisher's version
File Access Level
Controlled
Place of publicationUnited States of America
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