This paper starts by highlighting a disconnection between traditional International Relations (IR) and the contexts of students in the Global South. Pluriversal approaches are gaining importance to decolonise and pluralise IR. However, how much of this is discussed and applied in classrooms to create space for students’ worlds, diversify their ontological registers, and boost their creativity by cultivating plurality? Drawing from pluriversal relational ontologies, epistemologies, and methodologies, the paper describes an experience that facilitates the development of both pluriversal and planetary sensibilities while relationally engaging with traditional IR class content. By further exploring the methods of ‘cosmopraxis’, this paper investigates ways to develop pluriversal and planetary methods for international politics. Cosmopraxis encompasses the interconnected and simultaneous experiences of existence, knowledge, and emotion, as well as the relationships among human, natural, virtual, and spiritual realms. It offers alternative perspectives that challenge conventional knowledge frameworks and promote an understanding of diverse ways of being. This concept provides valuable insights for a more expansive approach to pluriversal IR, which seeks to decentralise and further diversify the methods of knowing, learning, connecting, and creating worlds.
Authors of Planetary Biographies: Isabella Orozco, Samuel Muñoz, Esteban Álzate, Alejandro Toro, Julian, Kevin, Sofia Restrepo, Fernanda Sarmiento, Leidy Rentería, Jerónimo Mira, Luis Carlos Recalde Mutumbajoy, Felipe Cortés.
2.
AndräC.De GuevaraB. B.QuerejazuA.SantosV. M. S. (2023). Textiling world politics: Towards an extended epistemology, methodology, and ontology. Global Studies Quarterly, 3(4), 1–14. https://doi.org/10.1093/isagsq/ksad059
3.
AndrewsN. (2020). International relations (IR) pedagogy, dialogue and diversity: Taking the IR course syllabus seriously. All Azimuth, 9(2), 267–281.
Arias-LópezB.E. (2017). Entre-tejidos y Redes. Recursos estratégicos de cuidado de la vida y promoción de la salud mental en contextos de sufrimiento social.Prospectiva. Revista de Trabajo Social e intervención social, (23), 51–72. https://doi.org/10.25100/prts.v0i23.4586
BlaneyD.TicknerA. (2017). Worlding, ontological politics and the possibility of a decolonial IR. Millennium: Journal of International Studies, 45(6), 293–311. https://doi.org/10.1177/0305829817702446
8.
BlaneyD. L.TrownsellT. A. (2021). Recrafting international relations by worlding multiply. Uluslararası İlişkiler Dergisi, 18(70), 45–62. https://doi.org/10.33458/uidergisi.985929
BurkeA.FishelS.MitchellA.DalbyS.LevineD.J. (2016). Planet Politics: A Manifesto from the End of IR. Millennium: Journal of International Studies, 44(3), 499–523. https://doi.org/10.1177/0305829816636674
11.
ČerkezT. (2023). Technē-Logy: Praxis, Technosphere and Arendt for a Relational IR. Aberystwyth University.
12.
ChakrabartyD. (2000). Provincializing Europe. Postcolonial thought and historical difference. Princenton University Press. https://doi.org/10.2307/j.ctv11hpgvt.18
13.
ChakrabartyD. (2021). The Climate History in a Planetary Age. Chicago: Chicago University Press.
14.
ChandlerD.MüllerF.RotheD. (2021). International Relations in the Anthropocene: New Agendas, New Agencies, New Approaches.New York & London: Springer International Publishing.
15.
ConwayP. (2019). On the way to planet politics: From disciplinary demise to cosmopolitical coordination. International Relations, 34(2), 1–23. https://doi.org/10.1177/0047117819879482
16.
Cote-MeekS. (2014). Colonized classrooms: Racism, trauma and resistance in postsecondary education. Halifax: Fernwood Publishing.
17.
De EstradaK. S. (2023). What is a vishwaguru? Indian civilizational pedagogy as a transformative global imperative. International Affairs, 99(2), 433–455. https://doi.org/10.1093/ia/iiac318
18.
De JongS.IcazaR.RutazibwaO. U. (2019). Decolonization and feminisms in global teaching and learning. Routledge.
19.
EdkinsJ.CésarJ.CalderónD.HozićA. A.MuppidiH.InayatullahN.RutazibwaO.ShilliamR.EdkinsJ. (2021). Tales of entanglement. Millennium: Journal of International Studies, 49(3), 604–626. https://doi.org/10.1177/03058298211034918
EscobarA. (2020). Pluriversal politics. Duke University Press.
22.
EscobarA.OsterweilM.SharmaK. (2024). Relationality. An emergent politics of life beyond the human. Bloomsbury Visual Arts.
23.
FitzGeraldM. (2022). Care and the Pluriverse: Rethinking Global Ethics. Bristol: Bristol University Press.
24.
FreireP. ([1970]2012). Pedagogy of the oppressed. Penguin Books.
25.
FruehJ.AlaJ.MurphyM. P. A.DiehlP. F. (Eds.), (2025). The palgrave handbook on the pedagogy of international relations theory. Palgrave Macmillan.
26.
HagmannJ.BierstekerT. J. (2012). Beyond the published discipline: Toward a critical pedagogy of international studies. European Journal of International Relations, 20(2), 291–315. https://doi.org/10.1177/1354066112449879
27.
HarawayD. J. (2016). Staying with the trouble. Making kin in the chthulucene. Duke University Press.
28.
HarawayD. (2017). Symbogenesis, Sympoiesis, and Art Science Activisms for Staying with the Trouble’. In TsingA. (Ed.), Arts of Living in a Damaged Planet (pp. M25–M50). Minneapolis & London: University of Minnesota Press.
29.
HooksB. (1994). Teaching to trasgress. Routledge.
30.
InayatullahN. (2013). Distance and intimacy: Forms of writing and worlding. In TicknerA. B.BlaneyD. L. (Eds.), Claiming the international (pp. 194–213). Routledge.
31.
IngoldT. (2013). Dreaming of Dragons : on the Imagination of Real Life’. Journal of the Royal Anthropological Institute, 4(19), 734–752.
32.
KurkiM. (2020). International Relations in a Relational Universe. London: Oxford University press.
33.
LarsenS. C.JohnsonJ. T. (2017). Being together in place: Indigenous coexistence in a more than human world. In Being together in place: Indigenous coexistence in a more than human world. https://doi.org/10.1080/14649365.2019.1530087
34.
LatourB. (2005). Reassembling the Social. An Introduction to Actor-Network-Theory. Oxford: Oxford University Press.
35.
LingL. H. (2014a). Imagining world politics. Sihar & shenya, a fable for our times. Routledge.
36.
LingL. H.PinheiroC. (2012). Dialogics in multiple worlds: “Creative listening” for the Us/West.
37.
LingL. H. M. (2014b). The dao of world politics: Towards a post-westphalian, worldist international relations. Routledge. https://doi.org/10.4324/9781315887777
38.
MitchellA. (2023). Revenant ecologies. Defying the violence of extinction and conservation. University of Minnesota Press.
39.
MottaS. C.BennettA. (2018). Pedagogies of care, care-full epistemological practice and ‘other’ caring subjectivities in enabling education. Teaching in Higher Education, 23(5), 631–646. https://doi.org/10.1080/13562517.2018.1465911
40.
NakataM. (2007). Disciplining the savages, savaging the disciplines. Aboriginal Studies Press.
QuerejazuA. (2016). Encountering the Pluriverse: Looking for Alternatives in Other Worlds. Revista Brasileira de Política Internacional, 59(2). https://doi.org/10.1590/0034-7329201600207
43.
QuerejazuA. (2022). Cosmopraxis: Relational methods for a pluriversal IR. Review of International Studies, 48(5), 875–890. https://doi.org/10.1017/s0260210521000450
44.
QuerejazuA. (2024). Animacy and the agency of spiritual beings in pluriversal societies. International Political Sociology, 18(2), 1–17. https://doi.org/10.1093/ips/olae012
45.
RotheD. (2020). Governing the end times? Planet politics and the secular eschatology of the anthropocene. Millennium: Journal of International Studies, 48(2), 143–164. https://doi.org/10.1177/0305829819889138
46.
SaddingtonL.McConnellF. (2024). Simulating alternative internationals: Geopolitics role-playing in UK schools. Geoforum, 151(November 2023), Article 104011. https://doi.org/10.1016/j.geoforum.2024.104011
47.
ScausoM. S. (2021). Intersectional decoloniality. Reimagining international relations and the problem of difference. Routledge.
ShilliamR. (2015). The Black Pacific. Anticolonial struggles and ocean connections. Bloomsbury.
50.
ShilliamR. (2016). The aims and methods of liberal education: Notes from a nineteenth century pan-africanist. International Journal of Politics, Culture, and Society, 29(3), 251–267. https://doi.org/10.1007/s10767-016-9227-5
51.
StrauszE. (2016). Marks that matter: Slow letters to authors and selves. In Signature pedagogies in international relations (pp. 69–83). E-International Relations Publishing.
52.
TicknaerA. B.QuerejazuA. (2021). Weaving worlds: Cosmopraxis as relational sensibility. International Studies Review, 0(2), 1–18. https://doi.org/10.1093/isr/viaa100
53.
TicknerA. B.WeaverO. (2009). In TicknerA. B.WeaverO. (Eds.), International relations scholarship around the world. Routledge.
54.
TimperleyC.SchickK. (2022). Hiding in plain sight: Pedagogy and power. International Studies Perspectives, 23(2), 113–128. https://doi.org/10.1093/isp/ekab002
TrownsellT. A. (2016). Fostering ontological agility: A pedagogical imperative. In Signature pedagogies in international relations (pp. 54–68). E-International Relations.
57.
TrownsellT.TicknerA.B.QuerejazuA.ReddekopJ.ShaniG.ShimizuK.BeheraC.N.ArianA. (2021). Differing about Difference : Relational IR from around the World. International Studies Perspectives, 2(2), 25–64. https://doi.org/10.1093/isp/ekaa008
58.
TsingA. L.SwansonH. A.GanE.BubandtN. (2017). Arts of living in a damaged planet. University of Minnesota Press.
59.
Tuhiwai-SmithL. (2021). Decolonizing methodologies: Research and Indigenous Peoples. Zed Books Ltd.
60.
VerranH. (2002). A postcolonial moment in science studies: Alternative firing regimes of environmental scientists and Aboriginal landowners. Social Studies of Science, 32(5), 729–762. https://doi.org/10.1177/030631202128967398
61.
VygotskyL. (2012). Thought and language: MIT Press.
62.
WattsV. (2013). Indigenous place-thought & agency amongst humans and non-humans (first woman and sky woman go on a European world tour!). Decolonization: Indigeneity, Education & Society, 2(1), 20–34.
