International Relations (IR) has increasingly paid attention to critical pedagogy. Feminist, post-colonial and poststructuralist IR scholarship, in particular, have long been advancing the discus-sions about how to create a pluralist and democratic classroom where ‘the others’ of politics can be heard by the students, who can critically reflect upon complex power relations in global poli-tics. Despite its normative position, Critical Security Studies (CSS) has so far refrained from join-ing this pedagogical conversation. Deriving from the literatures of postcolonial and feminist pedagogical practices, it is argued that an IR scholar in the area of CSS can contribute to the pro-duction of a critical political subject in the 'uncomfortable classroom', who reflects on violent practices of security. Three pedagogical methods will be introduced: engaging with the students’ lifeworlds, revealing the positionality of security knowledge claims, and opening up the class-room to the choices about how the youth’s agency can be performed beyond the classroom. The argument is illustrated through the case of forced migration with specific reference to IR and Pol-itics students’ perceptions of Syrian refugees in Turkey. The article advances the discussions in critical IR pedagogy and encourages CSS scholarship to focus on teaching in accordance with its normative position.

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走向关键安全研究的教学法：教室中的迁移政治

国际关系（IR）越来越重视批判性教学法。尤其是女权主义，后殖民主义和后结构主义的国际关系奖学金，长期以来一直在推动有关如何建立多元民主的课堂的讨论，学生可以在其中听取政治的“其他”信息，从而可以批判性地思考复杂的事物。全球政治中的权力关系。尽管具有规范性的立场，但关键安全研究（CSS）迄今为止并未加入这种教学对话。据认为，后殖民主义和女权主义教学实践的文献表明，CSS领域的关系研究学者可以促进“不舒服的教室”中关键政治主题的产生，该主题反映了暴力的安全实践。将介绍三种教学方法：与学生的生活世界互动，揭示安全知识主张的位置，并向教室开放有关如何在教室外执行青年代理的选择。通过强迫迁徙的案例来说明这一论点，其中特别提到了IR和政治学生对土耳其叙利亚难民的看法。本文推进了重要的IR教育学的讨论，并鼓励CSS奖学金根据其规范性立场专注于教学。通过强迫迁徙的案例来说明这一论点，其中特别提到了IR和政治学生对土耳其叙利亚难民的看法。本文推进了重要的IR教育学的讨论，并鼓励CSS奖学金根据其规范性立场专注于教学。通过强迫迁徙的案例来说明这一论点，其中特别提到了IR和政治学生对土耳其叙利亚难民的看法。本文推进了重要的IR教育学的讨论，并鼓励CSS奖学金根据其规范性立场专注于教学。