Pandemic Pedagogy: Teaching

International Relations Amid COVID-19

Andrew A. Szarejko
Visit to download the full and correct content document:
https://ebookmass.com/product/pandemic-pedagogy-teaching-international-relations-
amid-covid-19-andrew-a-szarejko/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Transportation Amid Pandemics: Lessons Learned from

COVID-19 Junyi Zhang

https://ebookmass.com/product/transportation-amid-pandemics-
lessons-learned-from-covid-19-junyi-zhang/

Coronavirus Disease 2019 (COVID-19) Pandemic and

Pregnancy Pradip Dashraath

https://ebookmass.com/product/coronavirus-
disease-2019-covid-19-pandemic-and-pregnancy-pradip-dashraath/

Pandemic Ethics: From COVID-19 to Disease X Julian

Savulescu

https://ebookmass.com/product/pandemic-ethics-from-covid-19-to-
disease-x-julian-savulescu/

Global Crisis: Theory, Method and the Covid-19 Pandemic

Nadine Klopf

https://ebookmass.com/product/global-crisis-theory-method-and-
the-covid-19-pandemic-nadine-klopf/
Why Go NANO on COVID-19 Pandemic? Sepehr Talebian &
João Conde

https://ebookmass.com/product/why-go-nano-on-covid-19-pandemic-
sepehr-talebian-joao-conde/

Bookshelves in the Age of the COVID-19 Pandemic Corinna

Norrick-Rühl

https://ebookmass.com/product/bookshelves-in-the-age-of-the-
covid-19-pandemic-corinna-norrick-ruhl/

COVID-19 Pandemic: Lessons from the Frontline 1st

Edition Jorge Hidalgo (Editor)

https://ebookmass.com/product/covid-19-pandemic-lessons-from-the-
frontline-1st-edition-jorge-hidalgo-editor/

Migrants and the COVID-19 Pandemic: Communication,

Inequality, and Transformation Satveer Kaur-Gill

https://ebookmass.com/product/migrants-and-the-covid-19-pandemic-
communication-inequality-and-transformation-satveer-kaur-gill/

Pandemic Ethics: From COVID-19 to Disease X Julian

Savulescu

https://ebookmass.com/product/pandemic-ethics-from-covid-19-to-
disease-x-julian-savulescu-2/
POLITICAL PEDAGOGIES

Pandemic Pedagogy
Teaching International
Relations Amid COVID-19
Edited by
Andrew A. Szarejko
 Political Pedagogies

Series Editors
Jamie Frueh, Bridgewater College, Bridgewater, VA, USA
David J Hornsby, The Norman Paterson School of International Affairs,
Carleton University, Ottawa, Canada
The purpose of the series is to create a new space for conversations
between scholars of political pedagogy, and between such scholars and
those looking for guidance on their teaching, and become the main recog-
nizable authority/series/conversational space in this field. The prolifera-
tion of journals, conferences, and workshops devoted to teaching attest
to the accelerating interest in the pedagogy of Political Science and
International Relations over the past two decades. While research schol-
arship remains the dominant criterion for hiring and promotion at top
tier institutions, almost all academics in these disciplines spend most of
their energy teaching, and more than two-thirds do so at institutions
where effective teaching is the primary factor in career success (Ishiyama
et al 2010). Even those at research-intensive positions benefit from more
effective classroom environments, and institutions across the world are
building centers devoted to improving teaching and learning. The chal-
lenges of teaching span sub-disciplines and connect disparate scholars in
a common conversation. Indeed, teaching may be the only focus that
academics in these disciplines truly share. Currently, most writing about
teaching politics is published in journals, and is therefore dispersed and
restricted in length. This series will provide a much needed platform for
longer, more engaged contributions on Political Pedagogies, as well as
serve to bring teaching and research in conversation with each other.

More information about this series at

https://link.springer.com/bookseries/16526
 Andrew A. Szarejko
Editor

Pandemic Pedagogy
Teaching International Relations Amid COVID-19
Editor
Andrew A. Szarejko
Monterey, CA, USA

ISSN 2662-7809 ISSN 2662-7817 (electronic)

Political Pedagogies
ISBN 978-3-030-83556-9 ISBN 978-3-030-83557-6 (eBook)
https://doi.org/10.1007/978-3-030-83557-6

© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer
Nature Switzerland AG 2022
This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specifically the rights
of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microfilms or in any other physical way, and transmission or information storage and
retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology
now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc.
in this publication does not imply, even in the absence of a specific statement, that such
names are exempt from the relevant protective laws and regulations and therefore free for
general use.
The publisher, the authors and the editors are safe to assume that the advice and informa-
tion in this book are believed to be true and accurate at the date of publication. Neither
the publisher nor the authors or the editors give a warranty, expressed or implied, with
respect to the material contained herein or for any errors or omissions that may have been
made. The publisher remains neutral with regard to jurisdictional claims in published maps
and institutional affiliations.

Cover illustration: Anna Babii/Alamy Stock Photo

This Palgrave Macmillan imprint is published by the registered company Springer Nature
Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
 Acknowledgments

There are only so many ways to say “thank you” to the many people
who shape a single text, but I should probably start with those who
saw promise in the proposal for this volume and who helped to make
it a reality. So to Jamie Frueh, David Hornsby, Anca Pusca, Shreenidhi
Natarajan, two anonymous reviewers, and everyone at Palgrave Macmillan
who helped to support the production of this volume, thank you.
I’m also grateful to the contributors themselves for spending some of
their scarce time working on their chapters during an unusually stressful
period. For so many colleagues to have entrusted me with the editing
of their work and with oversight of the volume as a whole is rather
humbling, and I hope I have done right by them. It is similarly humbling
to read the endorsements that other colleagues have provided for this
volume, and I’m thankful for their engagement with the collective work
this volume represents.
Of course, the reflections in this volume are the product of inter-
actions with students, and I’m grateful for the work they did in very
difficult circumstances. The pandemic presented challenges to teaching
and learning alike, but at least from my side of the (virtual) classroom,
the experience was not nearly as difficult as it could have been because of
the energy and curiosity that students at Georgetown University and the
University of Cincinnati alike brought to our classes. Moreover, in two
of those classes, I received the support of excellent teaching assistants,

v
vi ACKNOWLEDGMENTS

Jonathan Liu and Shea Minter, and all classes rely on a broader network
of supportive academic staff. Thank you all.
To the extent that I am interested in and any good at teaching, it
has helped to have models of effective instruction in my life from grade
school onward. From early English classes with Janet Wrassmann and
Margaret New to high school classes with Erik Krotz, Erik Lipham,
and Jon Seals, I have benefited from the labor of many who have dedi-
cated their professional lives to teaching. At the college and post-graduate
level, classes (and discussions about teaching IR) with Bradford McGuinn,
Joe Parent, Andrew Bennett, David Edelstein, Lise Morjé Howard, and
Daniel Nexon—as well as the Apprenticeship in Teaching at George-
town’s Center for New Designs in Learning and Scholarship—left an
especially large imprint on my own teaching.
Finally, I am grateful to my family and friends who have helped me
make it through the pandemic. More than anyone else, I have my wife,
Camille Balleza, to thank for that. Beyond her everyday support, she
helped me choose the cover photo for this volume—a depiction of paper
marbling that is meant to underscore the fluidity of the public health situ-
ation we have been dealing with for many months now. There’s no one I
would rather have in my pandemic bubble, and I dedicate this volume to
her.

August 2021 Andrew A. Szarejko

 Praise for Pandemic Pedagogy

“COVID-19 created numerous challenges for those of us who teach.

But it also offered opportunities, especially for those who teach about
international politics. From heightening awareness of the interconnected
nature of the world, generating the ability to experiment with new peda-
gogic approaches, and forcing a rethink of the “classroom environment,”
instructors from around the globe sought to make the best of a diffi-
cult situation. The contributions to this volume provide a treasure trove
of lessons learned from those experiences and experiments. Any and all of
them will make you a better teacher of international politics, both virtually
and in-person.”
—Paul Poast, University of Chicago, US

“This wonderful book serves several important purposes, from processing

what we have all just been through, to guiding us in our future teaching.
The chapters offer radically different but equally important contributions
to our profession and this moment. From Ettinger’s beautifully written
philosophical musing on teaching undergraduates in an “age of crisis,”
to Dayal’s real-time account from her apartment in New York (looking
down on a mobile morgue, sirens in the background as she records her
lectures), to Lemke’s how-to guide for balancing asynchronous and in-
person teaching, the book is brimming with larger insights and smaller
tips. I hope all my colleagues will read this.”
—Hilde Eliassen Restad, Bjørknes University College, Oslo, Norway

vii
viii PRAISE FOR PANDEMIC PEDAGOGY

“The global pandemic has changed our world in dramatic ways, including
how we teach. This timely volume provides a wealth of valuable and
innovative ideas. With a special eye for the student’s—rather than just
the instructor’s—experience in critical times and on virtual environments,
this excellent volume stands out for the diversity of its contributors and
compassionate approach to teaching.”
—Gregorio Bettiza, University of Exeter, UK

“There is a venerable tradition of studying dramatic political shocks

and what they mean for the international system and for international
relations. But what do political shocks in general, and the COVID-19
pandemic in particular, mean for the teaching of International Relations?
This thoughtful compilation of essays and personal reflections by scholars
from across the world does essential service by providing IR scholars—as
teachers—with tips and insights on how to be sensitive to student needs
while coping with the stresses of online and hybrid teaching. Overall,
these essays are the start of a valuable conversation on these issues that
emphasize flexibility and compassion. They will prove to be a useful
resource for established scholars as well as early career scholars as they
think through their teaching responsibilities in this era of change while
managing their other tasks, both professional and personal.”
—Manjeet Pardesi, Victoria University of Wellington, New Zealand
 Contents

Part I Adapting to the Circumstances

1 Teaching World Politics in an Age of Crisis 3
Aaron Ettinger
2 Teaching in Critical Junctures: Challenges
to International Relations Bachelor’s Programs
in Brazil During the COVID-19 Pandemic 19
Elia Elisa Cia Alves and Marcos Alan S. V. Ferreira
3 More Than a YouTube Channel: Engaging Students
in an Online Classroom 39
Elizaveta Gaufman and Sebastian Möller
4 Interactive Learning and Participation at Zoom
University 59
Brianna Nicole Hernandez
5 How Much Zoom is Too Much? Making
Asynchronous Learning Work 73
Tobias Lemke

ix
x CONTENTS

Part II Caring for Students amid Crisis

6 Out from the Wreck: International Relations
and Pedagogies of Care 99
Anjali Kaushlesh Dayal
7 When Teaching is Impossible: A Pandemic Pedagogy
of Care 113
Oumar Ba
8 Supporting Student Learning Through Flexibility
and Transparency 127
Michelle Giacobbe Allendoerfer
9 Access is Love: Equity-Minded Pandemic Pedagogy 141
Andrew B. Jenks
10 Teaching Online During a Crisis: What Matters Most
for Students 157
Rebecca A. Glazier

Part III Preparing for Future Disruptions

11 It Takes a Village: Harnessing Institutional
and Professional Resources to Preempt and Prepare
for the Future 175
Sibel Oktay
12 Getting Our Teaching “Future Ready” 189
Sebastian Kaempf
13 Disruption in an Open-Access Institution 203
Stephanie A. Hallock
14 Pedagogy and Institutional Crisis: Higher Education
as Public Good and Scholarly Advocacy After
the Pandemic 217
Stephen Pampinella

Index 235
 Editor and Contributors

About the Editor

Andrew A. Szarejko is a Donald R. Beall Defense Fellow in the

Department of Defense Analysis at the Naval Postgraduate School and a
Non-residential Fellow at the U.S. Military Academy’s Modern War Insti-
tute. He recently received his Ph.D. in Government from Georgetown
University and served as a Visiting Assistant Professor of Political Science
at the University of Cincinnati. His research focuses on the intersection of
U.S. foreign policy and Indigenous politics, and his peer-reviewed work
has appeared or is forthcoming in the Journal of Global Security Studies,
the Cambridge Review of International Affairs, and PS: Political Science
and Politics. His public-facing work has appeared in outlets like War on
the Rocks, The Diplomat, and Indian Country Today. Since August 2019,
he has served as the teaching editor for H-Diplo, an online platform
devoted to promoting open scholarly discourse on Diplomatic History
and IR. He tweets at @szarejko.

Contributors

Michelle Giacobbe Allendoerfer joined the American Political Science

Association (APSA) in 2021 as the Director of Teaching and Learning.
At APSA, she coordinates teaching and learning and professional develop-
ment programming for APSA members. From 2010 to 2021, she was the

xi
xii EDITOR AND CONTRIBUTORS

Faculty Coordinator for the International Politics Cohort of the Women’s

Leadership Program at George Washington University and an Assistant
Professor of Political Science. She taught Introduction to Comparative
Politics and Introduction to International Relations in the Women’s Lead-
ership Program and also offered an upper-level course on human rights.
Her research focuses on international human rights. In addition, she is
interested in the scholarship on teaching and learning and was actively
involved with GWU’s Teaching and Learning Center. She has published
articles on active learning in international affairs and on graduate student
involvement in the scholarship of teaching and learning.
Elia Elisa Cia Alves is Assistant Professor in the Department of Inter-
national Relations at the Federal University of Paraiba—UFPB (Brazil).
She has 7 years of teaching experience in public higher education insti-
tutions in Brazil. Since 2016, she has belonged to the Mettrica Lab,
which develops work on active learning and teaching methods and tech-
niques in International Relations at https://sites.google.com/view/met
trica-lab/home and has produced publications in the Journal of Polit-
ical Science Education and Mural Internacional. Her social media activity
includes the use of Academia.edu and ResearchGate profiles and a channel
on YouTube communicating academic literature on teaching at https://
www.youtube.com/channel/UCyFKaTIm9zh4HomSKN46fzA.
Oumar Ba is an Assistant Professor of International Relations in the
Department of Government at Cornell University. He formerly taught at
Morehouse College. His research focuses primarily on the global gover-
nance of atrocity crimes, and the construction of and challenges to the
international order from Global South perspectives. He is the author of
States of Justice (Cambridge University Press, 2020). His articles have
appeared in Human Rights Quarterly and Cambridge Review of Inter-
national Affairs, among others. His research has also been featured in
public media outlets such as Foreign Affairs, Foreign Policy, The Monkey
Cage at the Washington Post, and the New York Review of Books. He is
an editor at the online magazine Africa Is a Country, and his personal
website is www.oumarba.com. He tweets at @oumarkba.
Anjali Kaushlesh Dayal is an Assistant Professor of International Politics
at Fordham University’s Lincoln Center campus and a former Research
Fellow at the Georgetown Institute for Women, Peace and Security. She
is the author of Incredible Commitments: How UN Peacekeeping Failures
 EDITOR AND CONTRIBUTORS xiii

Shape Peace Processes (Cambridge University Press, 2021). Her research

and writing have appeared in, among other venues, the journals Inter-
national Organization, Peace Review, and Global Governance, as well as
online in the Washington Post, Foreign Policy, the Ms. Magazine blog,
and the On Being Project. She researches peacekeeping, peace processes,
the UN Security Council, and humanitarian intervention. She holds a
Ph.D. in International Relations from Georgetown University’s Depart-
ment of Government, and at Fordham University, she teaches courses
on the United Nations, international relations, and humanitarian inter-
vention in the Political Science and International Studies programs, and
she advises students in the Master’s in International Humanitarian Affairs
program. She tweets at @anjalikdayal.
Aaron Ettinger is an Assistant Professor in the Department of Political
Science at Carleton University, specializing in International Relations and
U.S. foreign policy. His work on IR pedagogy has been published in
International Studies Perspectives and Politics and in an edited volume
published by University of British Columbia Press. Since 2016, he has
taught a large, introductory course on world politics in an age of crisis,
in which students grapple with the defining global problems of their
generation. His approach to teaching IR is derived from the principles of
“Global IR” and the push for greater disciplinary inclusiveness and diver-
sity. In 2021, he was awarded the Canadian Political Science Association
Prize for Teaching.
Marcos Alan S. V. Ferreira is Associate Professor in the Department
of International Relations at the Federal University of Paraiba—UFPB
(Brazil)—and Visiting Professor at Universidad Núr (Bolivia). He has 15
years of teaching experience in private and public higher education insti-
tutions in Brazil and Bolivia. He has also been a Visiting Researcher at
the University of Manchester (United Kingdom) and Uppsala University
(Sweden). Since 2012, he has conducted research on the development of
International Relations programs in Brazil, which has led to publications
in the Journal of Political Science Education and Meridiano 47 —Journal
of Global Studies. He tweets at @marcosalan, and his academic work can
be found at: https://ufpb.academia.edu/MarcosAlanFerreira.
Elizaveta Gaufman is Assistant Professor of Russian Discourse and Poli-
tics in the Department of European Languages and Cultures at the
University of Groningen (The Netherlands). Her research is situated at
xiv EDITOR AND CONTRIBUTORS

the intersection of political theory, international relations, and media and

cultural studies. She is the author of Security Threats and Public Percep-
tion: Digital Russia and the Ukraine Crisis (Palgrave, 2017). Her other
publications include peer-reviewed articles on nationalism, sexuality, and
social networks. Elizaveta is a permanent contributor to the “Duck of
Minerva” blog and tweets at @lisas_research.
Rebecca A. Glazier is a Political Science Professor in the School of Public
Affairs at the University of Arkansas at Little Rock. She is the Director
of the Little Rock Congregations Study. In addition to her research
on religion and community engagement, she studies the scholarship of
teaching and learning and is passionate about improving the quality of
online education. More information about her research is available on
her website: http://www.rebeccaglazier.net/.
Stephanie A. Hallock is a Professor of Political Science and the Coor-
dinator for Global Education and Engagement at Harford Community
College in Bel Air, Maryland. She earned her Ph.D. in International
Relations from the University of Miami and has spent over two decades
focused on teaching, learning, and expanding global education oppor-
tunities for community college students, who have very diverse needs,
abilities, and goals. In this learning environment, most of Stephanie’s
research, publications, and presentations have stemmed from classroom
experiences and student interactions, including recent work on the use
of simulation games and AI to promote active learning in the IR class-
room, the infusion of global learning across the curriculum, the impact
of citizenship and identity on political mobilization, and pedagogical tools
designed to reach first-generation college students, most notably The
World in the Twentieth Century: A Thematic Approach (Pearson, 2013).
Brianna Nicole Hernandez is a Ph.D. Candidate in International Rela-
tions at Florida International University (FIU). She joined the program
in 2018, has since received her M.A., and is pursuing her Ph.D. as well as
certificates in Women and Gender Studies and National Security Studies.
Prior to attending FIU, Brianna received her B.A. from the University of
Miami, where she double-majored in History and Political Science and
completed minors in Sociology and Philosophy. She is interested in the
role of language as a product and producer of the actors and actions that
comprise the international system and its relation to power dynamics. She
 EDITOR AND CONTRIBUTORS xv

has served as a Teaching Assistant for Introduction to International Rela-

tions at FIU, and her social media presence includes a Twitter account at
which she tweets about her work (@brihernandezfiu).
Andrew B. Jenks is a Ph.D. Candidate in the Department of Polit-
ical Science and International Relations at the University of Delaware.
His research focuses on disability politics, and he has recently published
articles in Disability & Society and Critical Social Policy. His work on
teaching and learning includes a recent collaboration with the Univer-
sity of Delaware’s Center for Teaching and Assessment of Learning as an
Equity and Accessibility Consultant as well as a forthcoming chapter in a
handbook for graduate student instructors which suggests that the use of
educational technologies that are accessible to the instructor can enhance
the student learning experience. Outside of academia, Jenks competes at
the Paralympic level in the sport of goalball and has had the opportunity
to contribute to community outreach and engagement with people with
disabilities, specifically young people who are blind or visually impaired,
mostly in the U.S. Find updates at his website www.andrewjenks.net and
on Twitter (@thelifeofjenks).
Sebastian Kaempf is a Senior Lecturer in Peace and Conflict Studies in
the School of Political Science and International Studies at the Univer-
sity of Queensland (UQ, Australia). Since 2009, his courses have been
taught in-person and fully online. Each course differs, but they include
2-hour lectures, 1-hour seminars/tutorials, 3-hour practical MediaLabs,
and 3-hour simulation role plays. He is also the producer and convener
of “MediaWarX”, one of UQ’s Massive Open Online Courses (MOOCs),
which runs several times a year (May 2017–2024), and which has
already been taken by over 13,500 learners from over 154 countries.
He has received an Australian National Award for Teaching Excellence
and the 2020 ISA Award for Teaching Innovation. His publications in
relation to teaching and education include, “Teaching International Rela-
tions through the format of a Massive Open Online Course (MOOC)”
(with Carrie Finn, International Studies Perspectives, 2020) and “Reimag-
ining Communities: Opening up History to the Memory of Others”
(with Jean-Louis Durand, Millennium - Journal of International Studies,
January 2014). Through his new podcast series, “HigherEd Heroes”
(co-convened with Dr Al Stark), he disseminates insights into excellent
teaching practices: https://www.buzzsprout.com/813707.
xvi EDITOR AND CONTRIBUTORS

Tobias Lemke is Instructor of Political Science and International Rela-

tions at the University of Delaware and the Program Coordinator for
Faculty Development and Assessment at the English Language Institute’s
Academic Transition Program. At Delaware, he received his Ph.D. in
2021, and he successfully completed two course certification programs
in the philosophies of learning and teaching through the Center for
Teaching and Assessment of Learning. He also served as the grad-
uate fellow for the University of Delaware’s Center for the Integra-
tion of Teaching, Research and Learning from 2015–2017; part of an
inter-institutional network designed to provide professional development
opportunities for graduate students and early career scholars interested
in a career in teaching. He is currently working on classroom research
that assesses student perceptions of active learning strategies and the effi-
cacy of hybrid and remote learning environments for second-language
undergraduate learners.
Sebastian Möller is a political economy research and M.A. program coor-
dinator at Cusanus University Koblenz, Germany. His interdisciplinary
work focuses on state financialization, international trade, urban political
economy, and socio-ecological transformations. He has taught a variety
of introductory classes in political science, international relations, and
international political economy as well as research seminars on finance
and trade. At Cusanus University, he also teaches graduate courses in
economics with a focus on sustainable transitions within corporations
and the wider economy. Sebastian is particularly committed to encour-
aging and facilitating transdisciplinary learning, including dialogues with
practitioners, study field trips, and transdisciplinary student research. In
his digital seminar on the global political economy of Bremen’s ports
at the University of Bremen (summer term 2020), he set up a seminar
blog (https://blogs.uni-bremen.de/hafenblog/, in German language)
where students, colleagues, and practitioners contributed to the produc-
tion and discussion of knowledges. This seminar received two teaching
awards, including one from the German Political Science Association.
Sebastian regularly tweets about higher education and political economy
(@smoeller84), and he acts as reviewer for two student journals and
publishes articles and working papers with his students.
Sibel Oktay is Associate Professor of and chair of the Political Science
Department at the University of Illinois at Springfield, and a non-resident
senior fellow of public opinion and foreign policy at the Chicago Council
 EDITOR AND CONTRIBUTORS xvii

on Global Affairs. Her research and teaching interests focus on interna-

tional relations and foreign policy, European and Middle Eastern politics,
and mixed-method research. Her research has been published in the
Journal of European Public Policy, European Journal of Political Research,
and British Journal of Politics and International Relations, among others.
She is the author of the forthcoming book, Governing Abroad: Coali-
tion Politics and Foreign Policy in Europe (University of Michigan Press).
Her media commentary and opinion pieces have appeared in The New
York Times, The Hill, Vox, BBC, Deutsche Welle, and The Conversation,
among others. Oktay has been teaching courses on international relations
and foreign policy analysis both face-to-face and online since 2014. She
tweets at @sibeloktay. You can find more about her research, teaching,
and public-facing work on www.sibeloktay.net.
Stephen Pampinella is Assistant Professor of Political Science and Inter-
national Relations at the State University of New York (SUNY) at New
Paltz. He specializes in U.S. foreign policy, relational social theory,
and race in international relations. His peer-reviewed publications have
appeared in Civil Wars and Small Wars and Insurgencies, while his
current research applies relational and postcolonial frameworks to analyze
governance hierarchies during U.S. military occupations. Pampinella has
10 years of political organizing experience in New York State, primarily
focusing on increasing state assistance to SUNY. With colleagues, he
is a co-founder of the Member Action Caucus with United University
Professions, the union representing SUNY faculty and staff.
 List of Figures

Fig. 5.1 Overview of course modules on Canvas 79

Fig. 5.2 Expanded view of a single Module in Canvas
(Introduction to Global Politics) 80
Fig. 5.3 Excerpt from course discussion document (Introduction
to International Relations) 82
Fig. 5.4 Excerpt from course discussion document with a focus
on course introduction and learning outcomes
(Introduction to International Relations) 83
Fig. 5.5 Detailed look at the overview page to Module 1
on Canvas (Introduction to Global Politics) 87
Fig. 5.6 Detailed look at the “To-Do” list as part of the overview
page to Module 1 on Canvas (Introduction to Global
Politics) 87
Fig. 5.7 Expanded view of Online Classroom Orientation Module
on Canvas (Introduction to Global Politics) 89
Fig. 5.8 Detailed view of the technology troubleshooting page
that is included in the Online Classroom Orientation
Module on Canvas (Introduction to Global Politics) 90
Fig. 5.9 Detailed view of the instructions for submitting a practice
assignment on Canvas (Introduction to Global Politics) 91
Fig. 5.10 Stop, Start, Continue, survey prompt for collecting
student feedback during the semester (Introduction
to International Relations) 93

xix
xx LIST OF FIGURES

Fig. 12.1 Screenshot taken of the CCTV cameras of Brisbane,

crowdsourced by my students in 2020, and uploaded
onto Google Maps 198
Another random document with
no related content on Scribd:
Gallo.—Preguntaselo a Grilo,
noble varon griego, el qual
boluiendo de la guerra de Troya
passando por la ysla de Candia le
conuertio la maga Cyrçes en
puerco, y despues por ruego de
Ulixes le quisiera boluer honbre, y
tanta ventaja halló Grilo en la
naturaleza de puerco, y tanta
mejora y bondad que escogio
quedarse ansi, y menospreçió
boluerse a su natural patria.
Miçilo.—Por cierto cosas me
cuentas que avn a los hombres
de mucha esperiençia cansassen
admiraçion, quanto más a vn
pobre çapatero como yo.
Gallo.—Pues porque no me
tengas por mentiroso, y que
quiero ganar opinion contigo
contandote fabulas, sabras que
esta historia auctorizó Plutarco el
historiador griego de más
auctoridad.
Miçilo.—Pues, valame dios, que
bondad halló ese Grilo en la
naturaleza de puerco, por la qual
a nuestra naturaleza de hombre la
prefirio?
Gallo.—La que yo hallé.
Miçilo.—Eso deseo mucho saber
de ti.
Gallo.—A lo menos vna cosa
trabajaré mostrarte como aquel
que de ambas naturalezas por
esperiençia sabra dezir. Que
comparada la vida y inclinacion
de muchos hombres al comun
viuir de vn puerco, es mas perfeto
con gran ventaja en su natural.
Prinçipalmente quando de viçios
tiene el hombre ocupada la razon.
Y agora pues es venido el dia
abre la tienda y yo me passearé
con mis gallinas por la casa y
corral en el entretanto que nos
aparejas, el manjar que emos de
comer. Y en el canto que se sigue
verás claramente la prueba de mi
intinçion.
Miçilo.—Sea ansi.

Fin del primer canto del gallo.

 NOTAS:
[298] En el códice de Gayangos aguadero.
[299] En el códice de La Romana se añade, á modo de apostilla,
pero de la misma letra: «y agora que son lutheranos no diffieren
de la gentilidad».
[300] La indicación del año que parece un paréntesis está en el
códice de Gayangos, pero falta en el de La Romana.
[301] Falta la palabra tálamo en el códice de La Romana.
[302] En el códice de La Romana ataviados.
[303] En el mismo códice agraciaban.
[304] En el códice de Gayangos dice sólo que «colgaban de los
ramos».
[305] En la Romana «y de allí la truxieron los de esta ciudad por
cosa admirable, y la daban agora al que fuese triunfoso en esta
fiesta y desafío».
[306] Así en La Romana. En Gayangos «vive Dios».
 ARGUMENTO
DEL SEGUNDO
CANTO DEL
GALLO

En el segundo canto que se

sigue, el auctor imita a
Plutarco en vn dialogo que
hizo entre Ulixes y vn griego
llamado Grilo; el qual auia
Cyrçes conuertido en puerco.
En esto el auctor quiere dar a
entender, que quando los
hombres estan encenagados
en los viçios y prinçipalmente
de la carne son muy peores
que brutos, y avn ay muchas
fieras que sin comparaçion los
exceden en el vso de la virtud.

Gallo.—Ya parece, Miçilo, que

es hora conueniente para
començar a vibir, dando gracias a
dios que ha tenido por bien de
passar la noche sin nuestro
peligro, y traernos al dia para que
con nuestra buena industria nos
podamos todos mantener.
Miçilo.—Bendito sea dios que
ansi lo ha permitido. Pero dime,
gallo, es esta tu primera cancion?
Porque holgaria de dormir vn
poco más hasta que cantes
segunda vez.
Gallo.—No te engañes, Miçilo,
que ya canté a la media noche
como acostumbramos, y como
estauas sepultado en la
profundidad y dulçura del primer
sueño, no te bastaron despertar
mis bozes, puesto caso que
trabajé por cantar lo mas
templado y bien comedido que
pude por no te desordenar en tu
suave dormir. Por la fortaleza
deste primer sueño creo yo que
llamaron los antiguos al dormir
ymagen de la muerte, y por su
dulçura le dixeron los poetas,
apazible holganza de los dioses.
Agora ya será casi el dia, que no
ay dos horas de la noche por
passar, despierta que yo quiero
prosseguir en mi obligaçion.
Miçilo.—Pues dizes ser essa
hora yo me quiero leuantar al
trabajo, porque proueyendo a
nuestro remedio y hambre, oyrte
me sera solaz. Agora di tu.
Gallo.—En el canto passado
quedé de te mostrar la bondad y
sosiego de la vida de las fieras, y
avn la ventaja que en su natural
hazen a los hombres. Esto
mostraré ser verdad en tanta
manera que podria ser, que si
alguna dellas diessen libertad de
quedar en su ser, o venir a ser
hombre como vos, escogeria
quedar fiera, puerco, lobo o leon
antes que venir a ser hombre, por
ser entre todos los animales la
especie mas trabajada y infeliz.
Mostrarte he el órden y conçierto
de su vibir, tanto que te
conuenças afirmar ser en ellas
verdadero vso de razon, por lo
qual las fieras sean dignas de ser
en mas tenidas, elegidas y
estimadas que los hombres.
Miçilo.—Parece, gallo, que con
tu eloquençia y manera de dezir
me quieres encantar, pues te
profieres a me mostrar vna cosa
tan lexos de verdadera y natural
razon. Temo me que en eso te
atreues a mi presumiendo que
facilmente como a pobre çapatero
qualquiera cosa me podras
persuadir. Agora pues
desengañate de oy mas que
confiado de mi naturaleza yo me
profiero a te lo defender. Di, que
me plazerá mucho oyr tus
sophisticos argumentos.
Gallo.—Por çierto yo espero que
no te parezcan sophisticos, sino
muy en demostraçion.
Prinçipalmente que no me podras
negar que yo mejor que quantos
ay en el mundo lo sabré mostrar,
pues de ambas naturalezas de
fiera y hombre tengo hecha
esperiencia. Pues agora
pareceme a mi que el prinçipio de
mi prueba se deue tomar de las
virtudes, justiçia, fortaleza,
prudençia, continençia y castidad,
de las quales vista la perfeçion
con que las vsan y tratan las
fieras conoçeras claramente no
ser manera de dezir lo que he
propuesto, mas que es muy
aueriguada verdad. Y quanto a lo
primero quiero que me digas; si
huviesse dos tierras, la vna de las
quales sin ser arada, cabada ni
sembrada, ni labrada, por sola su
bondad y generosidad de buena
naturaleza lleuasse todas las
frutas, flores y miesses muy en
abundancia? Dime, no loarias
más a esta tal tierra, y la
estimarias y antepornias a otra, la
qual por ser montuosa y para solo
pasto de cabras avn siendo
arada, muy rompida, cabada y
labrada con dificultad diesse fruto
poco y miserable?
Miçilo.—Por çierto avnque toda
tierra que da fruto avnque
trabajadamente es de estimar, de
mucho mas valor es aquella que
sin ser cultivada, o aquella que
con menos trabajo nos comunica
su fruto.
Gallo.—Pues de aqui se puede
sacar y colegir como de sentençia
de prudente y cuerdo, que ay
cosas que se han de loar y
aprobar por ser buenas, y otras
por muy mejores se han de
abraçar, amar y elegir. Pues ansi
de esta manera verdaderamente
y con necesidad me conçederas
que avnque el ánima del hombre
sea de gran valor, el ánima de la
fiera es mucho más; pues sin ser
rompida, labrada, arada ni
cabada; quiero dezir, sin ser
enseñada en otras escuelas ni
maestros que de su mesma
naturaleza es mas abil, presta y
aparejada a produçir en
abundançia el fruto de la virtud.
Miçilo.—Pues dime agora tú,
gallo, de qual virtud se pudo
nunca adornar el alma del bruto,
porque pareze que contradize a la
naturaleza de la misma virtud?
Gallo.—Y eso me preguntas?
Pues yo te probaré que la vsan
mejor que el más sabio varon.
Porque lo veas vengamos primero
a la virtud de fortaleza de la qual
vosotros, y principalmente los
españoles entre todas las
naciones, os gloriais y honrrais.
Quan vfanos y por quan gloriosos
os teneis quando os oys nombrar
atreuidos saqueadores de
çiudades, violadores de templos,
destruidores de hermosos y
sumptuosos edifiçios, disipadores
y abrasadores de fertiles campos
y miesses? Con los quales
exerçiçios de engaños y cautelas
aueis adquirido falso titulo y
renombre entre los de vuestro
tiempo de animosos y esforçados,
y con semejantes obras os aueis
usurpado el nombre de virtud.
Pero no son ansi las contiendas
de las fieras, porque si han de
pelear entre si o con vosotros,
muy sin engaños y cautelas lo
hazen, abierta y claramente las
verás pelear con sola confiança
de su esfuerço. Prinçipalmente
porque sus batallas no estan
subjetas a leyes que obliguen a
pena al que desamparare el
campo en la pelea. Pero como
por sola su naturaleza temen ser
vencidos trabajan quanto pueden
hasta vencer a su enemigo avn
que no obligan el cuerpo ni sus
animos a subjeçion ni vasallaje
siendo vencidas. Y ansi la
vençida siendo herida cayda en el
suelo es tan grande su esfuerço
que recoxe el animo en vna
pequeña parte de su cuerpo y
hasta que es del todo muerta
resiste a su matador. No hay
entre ellas los ruegos que le
otorgue la vida; no suplicaciones
lagrimas ni petiçiones de
misericordia; ni el rendirse al
vençedor confesandole la vitoria,
como vosotros hazeis quando os
tiene el enemigo a sus pies
amenaçandoos degollar. Nunca tú
viste que vn leon vençido sirua a
otro leon vençedor, ni vn cauallo a
otro, ni entre ellos ay temor de
quedar con renombre de
cobardes. Qualesquiera fieras
que por engaños o cautelas
fueron alguna vez presas en lazos
por los caçadores, si de edad
razonable son, antes se dexarán
de hambre y de sed morir que ser
otra vez presas y captiuas si en
algun tiempo pudieran gozar de la
libertad. Aunque algunas vezes
aconteçe que siendo algunas
presas siendo pequeñas se
vienen a amansar con regalos y
apazibles tratamientos, y ansi
aconteçe darseles por largos
tiempos en seruidumbre a los
hombres. Pero si son presas en
su vejez o edad razonable antes
moriran que subjetarseles. De lo
qual todo claramente se muestra
ser las fieras naturalmente
naçidas para ser fuertes y vsar de
fortaleza, y que los hombres vsan
contra verdad de titulo de fuertes
que ellos tienen usurpado
diziendo que les venga de su
naturaleza, y avn esto façilmente
se verá si consideramos vn
prinçipio de philosophia que es
vniuersalmente verdadero; y es,
que lo que conuiene por
naturaleza a vna especie
conuiene a todos los indiuiduos y
particulares igual y
indiferentemente. Como acontece
que conuiene a los hombres por
su naturaleza la risa, por la qual a
qualquiera honbre en particular
conuiene reyrse. Dime agora,
Miçilo, antes que passe adelante,
si ay aqui alguna cosa que me
puedas negar?
Miçilo.—No porque veo por
esperiençia que no ay honbre en
el mundo que no se rya y pueda
reyr; y solo el honbre propiamente
se rye. Pero yo no sé a que
proposito lo dizes.
Gallo.—Digolo porque pues esto
es verdad y vemos que
igualmente en las fieras en
fortaleça y esfuerço no diffieren
machos y hembras, pues
igualmente son fuertes para se
defender de sus enemigos, y para
sufrir los trabajos neçesarios por
defender sus hijos, o por vuscar
su mantenimiento, que
claramente pareçe conuenirles de
su naturaleza. Porque ansi
hallarás de la hembra tigre, que si
a caso fue a vuscar de comer
para sus hijos que los tenia
pequeños y en el entretanto que
se ausentó de la cueua vinieron
los cazadores y se los lleuaron;
diez y doze leguas sigue a su
robador y hallado haze con él tan
cruda guerra que veynte honbres
no se le igualaran en esfuerço. Ni
tampoco para esto aguardan
favorecerse de sus maridos, ni
con lagrimas se les quexan
contándoles su cuyta como hazen
vuestras hembras. Ya creo que
habrás oydo de la puerca de
Calidonia quantos trabajos y
fatigas dio al fuerte Theseo con
sus fuertes peleas. Que dire de
aquel sphinge de Pheniçia y de la
raposa telmesia? Que de aquella
famosa serpiente que con tanto
esfuerço peleó con Apolo?
Tambien creo que tú abrás visto
muchas leonas y osas mucho
mas fuertes que los machos en su
naturaleza. Y no se han como
vuestras mugeres las quales
quando vosotros estais en lo mas
peligroso de la guerra estan ellas
muy descuidadas de vuestro
peligro sentadas al fuego, o en el
regalo de sus camas y deleytes.
Como aquella Reyna Clithenestra,
que mientra su marido Agamenon
estaua en la guerra de troya
gozaua ella de los bessos y
abraços de su adultero Egisto. De
manera que de lo que tengo dicho
pareçeme no ser verdad, no ser
natural la fortaleza a los hombres,
porque si ansi fuesse igualmente
conuernia el esfuerço a las
henbras de vuestra espeçie, y se
hallaria como en los machos
como aconteçe en las fieras. Ansi
que podemos dezir, que los
honbres no de su voluntad, mas
forjados de vuestras leyes y de
vuestros principes y mayores
venis a exercitaros en esfuerço,
porque no osais yr contra su
mandado temiendo grandes
penas. Y estando los honbres en
el peligro más fragoso del mar, el
que primero en la tenpestad se
mueue no es para tomar el mas
pesado remo y trabajar doblado;
pero cada qual procura yr primero
por escoger el mas ligero y dexar
para los de la postre la mayor
carga, y avn del todo la reusarian
sino fuesse por miedo del castigo,
o peligro en que se ven. Y ansi
este tal no se puede dezir
esforzado, ni este se puede
gloriar ser doctado desta virtud,
porque aquel que se defiende de
su enemigo con miedo de reçebir
la muerte este tal no se deue
dezir magnanimo ni esforçado
pero cobarde y temeroso. Desta
manera aconteçe en vosotros
llamar fortaleza lo que bien
mirado con prudencia es
verdadera cobardia. Y si vosotros
os hallais ser mas esforçados que
las fieras, por qué vuestros
poetas y historiadores quando
escriuen y decantan vuestras
hazañas y hechos en la guerra os
comparan con los leones, tigres y
onzas, y por gran cosa dizen que
igualastes en esfuerço con ellos?
Y por el contrario nunca en las
batallas de las fieras fueran en su
ánimo comparadas con algun
hombre. Pero ansi como aconteçe
que comparamos los ligeros con
los vientos, y a los hermosos con
los angeles, queriendo hazer
semejantes los nuestros con las
cosas que exceden sin alguna
medida ni tasa: ansi parece que
desta manera comparais los
honbres en vuestras historias en
fortaleza con las fieras como a
cosas que exceden sin
comparaçion. Y la causa desto es,
porque como la fortaleza sea vna
virtud que consiste en el buen
gouierno de las passiones y
impetus del animo, el qual más
sincero y perfecto se halla en las
peleas que entre si tienen las
fieras. Porque los hombres
turbada la razon con la yra y la
soberuia los ciega y desbarata
tanto la colera que ninguna cosa
hazen con libertad que merezca
nombre de virtud. Avn con todo
esto quiero dezir que no teneis
porqué os quexar de naturaleza
porque no os diese vñas,
colmillos, conchas y otras armas
naturales que dio a las fieras para
su defensa, pues que vn
entendimiento de que os armó
para defenderos de vuestros
enemigos le enbotais y
entorpeçeis por vuestra culpa y
negligençia.
Miçilo.—O gallo, quan admirable
maestro me has sido oy de
Retorica, pues con tanta
abundançia de palabras has
persuadido tu proposito avn en
cosa tan seca y esteril. Forçado
me has a creer que hayas sido en
algun tiempo vno de los famosos
philosophos que obo en las
escuelas de athenas.
Gallo.—Pues mira, Micilo, que
por pensar yo que querias
redarguirme lo que tengo dicho
con algunos argumentos, o con
algun genero de contradiçion no
pasaua adelante en mi dezir. Y ya
que veo que te vas conuenciendo
quiero que pasemos a otra virtud,
y luego quiero que tratemos de la
castidad. En la qual te mostraré
que las fieras exçeden a los
hombres sin alguna comparaçion.
Mucho se preçian vuestras
mugeres tener de su parte por
exemplo de castidad vna
Penelope, vna Lucreçia Porçia,
Doña Maria de Toledo, y doña
Ysabel Reyna de Castilla; porque
dezis que estas menospreçiauan
sus vidas por no violar la virtud de
su castidad. Pues yo te mostraré
muchas fieras castas mil vezes
mas que todas esas vuestras, y
no quiero que comencemos por la
castidad de la corneja, ni Croton,
admirables fieras en este caso,
que despues de sus maridos
muertos guardan la viudez no
qualquiera tiempo, pero nueue
hedades de hombres sin ofender
su castidad. Por lo qual
neçesariamente me deues
conçeder ser estas fieras nueue
vezes mas castas que las
vuestras mugeres que por
exemplo teneis. Pero porque
tienes entendido de mí, Miçilo,
que soy retorico, quiero que
procedamos en el discurso desta
virtud segun las leyes de
Retorica, porque por ellas espero
vençerte con mas façilidad, Y ansi
primero veamos la difiniçion desta
virtud continençia, y despues
deçenderemos a sus inferiores
espeçies. Suelen dezir los
philosophos, que la virtud de
continençia es vna buena y çierta
dispusiçion y regla de los
deleytes, por la qual se desechan
y huyen los malos, vedados y
superfluos y se faboreçen y
allegan los neçesarios y naturales
en sus conuenientes tiempos.
Quanto a lo primero vosotros los
hombres todos los sentidos
corporales corrompeis y
deprabais con vuestros malos
vsos y costumbres y
inclinaciones, endereçandolos
sienpre a vuestro viçioso deleyte
y luxuria. Con los ojos todas las
cosas que veis endereçais para
vuestra laçiuia y cobdiçia. lo qual
nosotras las fieras no hazemos
ansi. Porque quando yo era
hombre me holgaua y regoçijaua
con gran deleyte viendo el oro,
joyas y piedras preçiosas, a tanto
que me andaua bobo y
desbaneçido vn dia tras vn Rey o
principe si anduuiesse vestido y
adornado de jaezes y atauios de
seda, oro, purpura y hermosos
colores. Pero agora, como lo
hacen las otras fieras, no estimo
yo en más todo eso que al lodo y
a otras comunes piedras que ay
por las pedregosas y asperas
syerras y montañas. Y ansi
quando yo era puerco estimaua
mucho más sin comparaçion
hallar algun blando y humido
cieno, o piçina en que me
refrescasse rebolcandome. Pues
si venimos al sentido del oler, si
consideramos aquellos olores
suaues de gomas, espeçias y
pastillas de que andais siempre
oliendo, regalando y afeminando
vuestras personas. En tanta
manera que ningun varon de
vosotros viene a gozar de su
propia muger si primero no se
vnta con vnçiones delicadas y
odoriferas, con las quales
procurais inçitar y despertar en
vosotros a venus. Y esto todo avn
seria sufridero en vuestras
hembras por daros deleyte usar
de aquellos olores laboratorios,
afeytes y vnturas; pero lo que
peor es que lo vsais vosotros los
varones para incitaros a luxuria.
Pero nosotras las fieras no lo
vsamos ansi, sino el lobo con la
loba, y el leon con la leona, y ansi
todos los machos con sus
hembras en su genero y espeçie
gozan de sus abraços y açessos
solamente con los olores
naturales y proprios que a sus
cuerpos dio su naturaleza sin
admistion de otro alguno de fuera.
Quando mas ay, y con que ellas
mas se deleytan es al olor que
produçen de si los olorosos
prados quando en el tiempo de su
brama, que es quando vsan sus
bodas, estan verdes y floridos y
hermosos. Y ansi ninguna hembra
de las nuestras tiene necesidad
para sus ayuntamientos de
afeytes ni vnturas para engañar y
traer al macho de su especie. Ni
los machos tienen neçesidad de
las persuadir con palabras,
requiebros, cautelas ni
ofreçimientos. Pero todos ellos en
su propio tiempo sin engaños ni
intereses hazen sus
ayuntamientos atsaydos por
naturaleza con las dispusiçiones y
concurso del tiempo, como los
quales son inçitados y llamados a
aquello. Y ansi este tiempo siendo
passado, y hechas sus preñezes,
todos se aseguran y mortiguan en
su incentiuo deleyte, y hasta la
buelta de aquel mesmo tiempo
ninguna hembra cobdiçia ni
consiente al macho, ni el macho
la acomete. Ningun otro interese
se pretende en las fieras sino el
engendrar y todo lo guiamos y
ordenamos como nuestra
naturaleza lo dispone. Y añade á
esto que entre las fieras en
ningun tiempo se cobdiçia ni
soliçita ni acomete hembra a
hembra, ni macho con macho en
açesso carnal. Pero vosotros los
hombres no ansi, porque no os
perdonais vnos a otros; pero
muger con muger, y hombre con
hombre contra las leyes de
vuestra naturaleza, os juntais, y
en vuestros carnales açessos os
toman vuestros juezes cada dia.
Ni por esto temeis la pena, quanto
quiera que sea cruel, por
satisfazer y cumplir uuestro
deleyte y luxuria. En tanta manera
es esto aborreçido de las fieras,
que si vn gallo cometiese açesso
con otro gallo, avn que le faltasse
gallina, con los picos y vñas le
hariamos en breue pedaços.
Pareçe, micilo, que te bas
conuençiendo y haciendote de mi
sentencia, pues tanto callas sin
me contradezir.
Miçilo.—Es tan efficaz, gallo, tu
persuasion, que como vna
cadena me llevas tras ti sin poder
resistir.
Gallo.—Dexemos de contar
quantos varones han tenido sus
ayuntamientos con cabras, ouejas
y perras; y las mugeres que han
effectuado su lexuria con gimios,
asnos, cabrones y perros: de los
quales açessos se han
engendrado çentauros, sphinges,
minotauros y otros admimirables
monstruos de prodigioso aguero.
Pero las fieras nunca vsaron ansi,
como lo muestra por exemplo la
continencia de aquel famoso
mendesio, cabron egipcio, que
siendo encerrado por muchas
damas hermosas para que
holgase con ellas, ofreçiéndosele
desnudas delante, las
menospreçio, y quando se pudo
soltar se fué huyendo á la
montaña á tener sus plazeres con
las cabras sus semejantes. Pues
quanto ves que son mas
inferiores en la castidad los
hombres que las fieras, ansi lo