The geographies of exclusion and the politics of inclusion: Race-based exclusions in the teaching of international relations

In this essay, we argue that race has yet to be integrated as an analytical category shaping the study and teaching of international relations. We suggest that although the issues of race and gender are systematically coded into central concepts in the discipline, they are made invisible through a "series of ontological and epistemological maneuvers." Focusing on two concepts central to the discipline-sovereignty and the nation-state-we suggest that race can be better integrated into the teaching of international relations by focusing on the ways in which these maneuvers structure the geographies and politics of exclusion and inclusion in international relations. We conclude that raising questions about the ways in which race is taught in the academy is in itself critical-what we teach, how we teach, and who teaches are all questions that need repeated airing for achieving interpretative autonomy as well as a transformative politics.