What constitutes the discipline of International Relations is today in question. These challenges to the discipline concern its scientific aspirations and disciplinary boundaries, as well as the ethical and social issues associated with them. The latter deal as much with the analyses produced in IR (their content, scientific, political, and applied value) as with the power relations affecting the individuals taking part in such analyses. Inspired by specific political and normative concerns, we seek to put forth an « undisciplined » perspective that reflects on the discipline of IR in the Francophone Canadian community through our teaching experiences in International Relations at the Université du Québec à Montréal (UQAM) and at the University of Ottawa rather than through the varied national communities as designed by the data of the Teaching, Research, and International Policy (TRIP) gathered by Institute for the Theory and Practice of International Relations at the College of William and Mary. Our contribution is threefold : 1) it appeals to the necessity of interdisciplinarity by foregrounding an « undisciplined » perspective ; 2) it insists on the primacy of actively « forgetting » IR theory, to echo Roland Bleiker, by mobilising our teaching practices ; and 3) it shows, through a critical methodological stance of feminist curiosity, how pedagogy may act as an opening to the world of international relations. While so doing, it promotes more openness as to what international relations might consist of and encompass, and acknowledges emotions as central to meaning-making processes in the world of/in International Relations.