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<p class="MsoNormal"
style="text-align:justify;text-justify:inter-ideograph;
line-height:150%"><span
style="font-size:11.5pt;line-height:150%;font-family:
"Lato",sans-serif">*apologies for cross-posting*</span></p>
<p class="MsoNormal"
style="text-align:justify;text-justify:inter-ideograph;
line-height:150%"><span
style="font-size:11.5pt;line-height:150%;font-family:
"Lato",sans-serif">Dear all,</span></p>
<p class="MsoNormal"
style="text-align:justify;text-justify:inter-ideograph;
line-height:150%"><span
style="font-size:11.5pt;line-height:150%;font-family:
"Lato",sans-serif">Muyang Chen and I recently
published an article in the <i
style="mso-bidi-font-style:normal">Review of International
Political Economy</i> on incorporating China into IPE Teaching
that we think might be of interest to the broader IPE community.
</span></p>
<p class="MsoNormal"
style="text-align:justify;text-justify:inter-ideograph;
line-height:150%"><span
style="font-size:11.5pt;line-height:150%;font-family:
"Lato",sans-serif">The article provides a roadmap for
rethinking the IPE curriculum and providing students with the
conceptual tools and empirical insights to better understand the
21st-century global economy which is fundamentally shaped by the
rise of China (and other emerging powers).</span></p>
<p class="MsoNormal"
style="text-align:justify;text-justify:inter-ideograph;
line-height:150%"><span
style="font-size:11.5pt;line-height:150%;font-family:
"Lato",sans-serif">The article is open access and can
be accessed here: </span><a
href="https://www.tandfonline.com/doi/full/10.1080/09692290.2023.2175711"><span
style="font-size:11.5pt;line-height:150%;font-family:"Lato",sans-serif">https://www.tandfonline.com/doi/full/10.1080/09692290.2023.2175711</span></a><span
style="font-size:11.5pt;line-height:150%;font-family:"Lato",sans-serif"></span></p>
<p class="MsoNormal" style="line-height:150%"><span
style="font-size:11.5pt;
line-height:150%;font-family:"Lato",sans-serif">Please
find below the details. Comments and questions are always
welcome!</span></p>
<p class="MsoNormal" style="line-height:150%"><span
style="font-size:11.5pt;
line-height:150%;font-family:"Lato",sans-serif">All
the best,<br>
Johannes Petry & Muyang Chen</span></p>
<p class="MsoNormal"
style="text-align:justify;text-justify:inter-ideograph;
line-height:150%"><span
style="font-size:11.5pt;line-height:150%;font-family:
"Lato",sans-serif"> </span></p>
<p class="MsoNormal" style="line-height:150%"><span
style="font-size:11.5pt;
line-height:150%;font-family:"Lato",sans-serif">Title:
What about the dragon in the room? Incorporating China into
international political economy (IPE) teaching</span></p>
<p class="MsoNormal"
style="text-align:justify;text-justify:inter-ideograph;
line-height:150%"><span
style="font-size:11.5pt;line-height:150%;font-family:
"Lato",sans-serif">Authors: Muyang Chen & Johannes
Petry</span></p>
<p class="MsoNormal"
style="text-align:justify;text-justify:inter-ideograph;
line-height:150%"><span
style="font-size:11.5pt;line-height:150%;font-family:
"Lato",sans-serif">Abstract: In recent years, IPE
research has increasingly tried to better understand the nature
and implications of China’s rise in a changing global landscape.
However, in IPE teaching, China is often treated as an
afterthought to a familiar transatlantic story. IPE students
thereby are not adequately prepared to explain important
developments in the 21st-century global economy, their
underlying causes, mechanisms and particularities. This article
provides a roadmap for rethinking the IPE curriculum. In an
initial step, we suggest incorporating more comparative
political economy into the teaching of IPE theories to create an
analytical sensitivity for understanding (Chinese) state-market
relationships that significantly diverge from Western-centric
narratives. In a second step, these conceptual frameworks should
be taken into account when teaching core IPE issue areas such as
finance, development, production and trade, in which we argue
China must be treated as an integral part rather than an outlier
of IPE teaching. Such a revised curriculum, we argue, equips
students with the conceptual tools and empirical knowledge for
understanding diverging domestic institutional configurations of
different economies, and thereby enables students to analyze,
compare and critically evaluate fundamental assumptions and
arguments about how the global economy functions in the context
of a rising China.</span></p>
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