The most frequent practice in teaching western undergraduate students about international relations (IR) is either to avoid gender studies altogether or at best to compartmentalize them to a single week. This practice marginalizes feminist research by amalgamating highly heterogeneous publications under the pretense that “they look at gender.” Rather than treating gender studies as a unified research program, they should be linked to the full range of theories, approaches, or topics they are relevant to, based on their normative and ontological assumptions. In the end, gender-oriented scholars do not form a would-be paradigm, but a community of practice. This community, however, can itself perpetuate colonial exclusions and silencing. This study is based on a content analysis of fifty western undergraduate “Introduction to IR” syllabi from 2015 to 2020, as well as a reflection on my own experience since 2011 as a student, teaching assistant, guest lecturer, and professor in ten IR courses at three western universities.

中文翻译：

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我们是实践社区，而不是范式！如何在国际关系大纲中有意义地整合性别和女权主义方法

教授西方本科生国际关系（IR）最常见的做法是完全避免性别研究，或者最多将它们划分为一个星期。这种做法通过合并高度异质的出版物来边缘化女权主义研究，借口是“他们着眼于性别”。与其将性别研究视为一个统一的研究计划，不如将它们与所有相关的理论、方法或主题联系起来，基于其规范性和本体论假设。归根结底，以性别为导向的学者并没有形成一个潜在的范式，而是一个实践共同体。然而，这个社区本身可以使殖民排斥和沉默永久化。