Abstract

The implications of Eurocentrism in the production of historical and theoretical knowledge have been the subject of debates in multiple disciplines, including anthropology, history, and geography, yet in the field of International Relations (IR), an examination of the implications of Eurocentrism has, until recently, been little studied. Therefore, there is a critical need to revisit pedagogy and research in India to address this gap. This paper looks at knowledge production, pedagogy and research in India from the point of view of countering Eurocentrism in the IR discipline. It first discusses Eurocentrism and highlights the implications of Eurocentrism in the field of International Relations. This is followed by a critique of Eurocentrism mounted by scholars of IR. These form the benchmark for evaluating three premier institutions in Delhi, the University of Delhi, the Institute of Defense and Strategic Analysis (IDSA), and Jawaharlal Nehru University, in order to assess whether there are attempts to counter Eurocentrism. It is argued that sources of knowledge production of IR in India have to be complemented with knowledge sites that promote the development of Indian epistemologies in the IR discipline. The paper suggests that this can be done by revising the curriculum of the IR discipline at the undergraduate and postgraduate levels to include sites of Indian knowledge production. Think tanks can promote research and workshops that unravel the rich Indian traditional literature. The paper argues that there is a cogent case for mainstreaming indigenous literature in IR theory, looking particularly at Kautilya’s Arthashastra. Specifically, this paper evaluates the University of Delhi, the Institute of Defense and strategic analysis (IDSA), and Jawaharlal Nehru University in order to assess whether there are attempts to counter Eurocentrism in the IR discipline through the revision of syllabi and reading materials in the university system, as well as research projects /workshops undertaken by research institutes to assist in the development of Indian epistemologies. Although a beginning has been made, the paper argues that there is a long way to go. There are both material and non academic restraints that have to be removed urgently.

Recommended Citation

Narain, Seema Ph.D. (2017) "Knowledge Production, Pedagogy and Research in IR: Perspectives from India," Journal of International and Global Studies: Vol. 8: No. 2, Article 1.
DOI: https://doi.org/10.62608/2158-0669.1346
Available at: https://digitalcommons.lindenwood.edu/jigs/vol8/iss2/1