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Carolyn M. Shaw
Facebook is a social networking site created in 2004 which has since obtained over a billion users, and it has the potential to facilitate learning in the classroom. With the widespread use of Facebook in society, it simply makes sense to look into ways it might be used in higher education. In fact, a number of studies have been done by scholars in different disciplines regarding the use of Facebook (in general and in academia). These include studies by scholars in library science, education, media and communication, psychology, management information systems, business, political science, marketing, instructional technology, and commerce and accounting. Students come to school wired and are willing and eager to use technology, but higher education has a well-established trend toward non-adoption of new technologies. A variety of studies on the use of Facebook, however, indicate that there are a wide number of potential benefits to using Facebook as an educational tool. There are four inter-related potential benefits: creating a sense of community and promoting collaboration, enhancing communication between instructors and students, developing computer literacy and language skills, and incorporating current student culture into the learning environment. In addition, Facebook is particularly well suited for sharing and discussion of current events in the news.
Carl Grundy-Warr and James D. Sidaway
The state can be viewed as a form of community. Forms of human community and their attendant territorialities have been characterized by extreme variation, both historically and geographically. A profound territorial link exists between the state and the nation, with the former claiming to be a sovereign expression of the nation. A common feature of states is that they all have territorial boundaries. Moreover, the state can be interpreted as a territorial–bureaucratic expression of nationalism, found in many public rituals such as coronations and remembrance days, military parades, national holidays, swearing in of governments, and state funerals. One of the most contentious issues among states, potential states, and nations revolves around sovereignty. Challenges to sovereignty and the historical and geographical complexity of nations may be seen in terms of political landscapes as “sovereigntyscapes.” Related to the question of sovereignty are the so-called “shadow powers and networks” that transcend territorial boundaries. In the field of political geography, in tandem with significant strands of International Relations and Political Science, state power is recognized as a key, albeit not the only form, of territorial politics. The state’s relationship with the ideas of nation and citizen give rise to a host of particularisms, similarities, and contradictions that require theoretically informed yet thoroughly grounded research in divergent contexts.
Utilitarianism is inextricably linked to international ethics. The roots of the principle of utility can be traced to the eighteenth and nineteenth centuries, when it was first employed by thinkers such as David Hume. However, it was Jeremy Bentham who first formulated utilitarianism in detail and carefully studied its implications. According to Bentham, happiness is a condition in which an individual enjoys more pleasure than pain. There are different varieties of utilitarianism, and what sets them apart from other ethical theories is their stipulation that whatever is of value should be maximized for all and whatever of disvalue should be minimized for all. For Bentham, pleasure is the ultimate value. Later, John Stuart Mill distinguished between higher and lower pleasures and argued that higher pleasures should be given greater weight. In the twentieth century, authors such as R. M. Hare determined that maximal satisfaction of preferences is the value to be sought. The utilitarian emphasis on maximization and its choice of values have generated much criticism from those who espoused human rights theories, such as John Rawls and those influenced by his work. At present, the scholarly literature dealing with issues related to international ethics mostly comes from those who are committed to human rights theory or who are committed to equality of outcomes for human beings.
Virtue Ethics (VE) is a way of thinking about how to behave well which focuses on the character of moral agents and the nature of the good life. This contrasts with dominant approaches to international ethics which prioritize the identification or development of moral rules or duties (deontological approaches) or the consequences of actions (consequentialist approaches). The relevance of virtue ethics to international affairs is established by setting out the critique of the dominant law-based approaches offered by VE and then exploring the positive contribution VE can make. Virtue ethicists argue that character and a concrete conception of the human good are central to ethics—that the right question to ask when working out what it means to be ethical is not “what should I do” but “what sort of person should I be?” The three central concepts in VE—virtue, practical wisdom, and flourishing—have not been applied systematically qua VE in international political theory or international relations, but their appearance in various guises in recent scholarship suggests avenues for future research. Four such avenues are identified, ranging from the moderate to the radical, which offer innovative ways to confront key ethical dilemmas faced in international affairs.
Olga Martin-Ortega, Johanna Herman, and Chandra Lekha Sriram
The relationship between human rights and armed conflict is rooted in historical debates among religious, philosophical, and international legal scholars about the nature of a just war, and appropriate conduct in war, which also have come to underpin and international humanitarian law. An understanding of the links between human rights, war, and conflict can begin with conflict analysis, as human rights violations can be both cause and consequence of conflict. In the most general sense, grievances over the denial or perceived denial of rights can generate social conflict. This may be the case where there is systematic discrimination based upon race, ethnicity, caste, religion, language, gender, or other characteristics. Alternatively, human rights abuses can emerge as a result of violent conflict. A conflict may have been undertaken by the parties primarily out of concern to promote a political or ideological agenda, or to promote the welfare of one or more identity group(s), or over access to resources. Human rights are also potentially transformative of conflicts and may make their resolution a greater challenge. Thus, conflicts that begin as conflicts over resources, religion, or ethnic or territorial claims, may, as they progress, create new grievances through the real and perceived violation of human rights by one or more parties to the conflict.
Kristin P. Johnson
One of the biggest challenges in studying internal conflict is the fact that internal strife and instability is not the norm. Across diverse groups, societies, and regimes, cooperation even in the context of contention is typical. However, conflicts that occur along ethnic or nationalist lines are often the most protracted, violent, and difficult to resolve in the long term. Civil wars can be divided into two distinct types: ethnic/religious wars (identity), and revolutionary wars (nonidentity). The distinction between these conflict types is based on whether cleavages within a society occur along ethnic lines or along lines that cut across ethnic divisions and are focused on issues including class, ideology, or seeking significant policy changes. Several scholarly traditions and theoretical approaches exist to explain identity mobilization along ethnic or nationalist lines, the contributing factors that explain the transition from mobilization to the exercise of political violence, the duration of identity-based conflicts, and the long-term prospects for settlement of the conflict. These theories can be organized by societal, political, and economic theoretical approaches. Explanations of conflicts based on sociology and comparative politics focus on the formation and maintenance of identity. Macro-level structural explanations for internal conflict focus on the capability or capacity of the state and the distribution of political authority within a political system as critical components in the emergence of conflict. Economic theories consider the feasibility of opposition and the motivation of individuals to choose rebellion.
War termination can be defined as the tacit or formal agreement and implementation of decisions to cease fighting on the battlefield. In older literature, scholars focused on the roles of the “winner” and the “loser,” and the endogeneity of the belligerents’ war aims. One group argues that war ends when the “loser” recognizes his position and accedes to the “winner’s” demands. A second group argues that war ends when the combatants agree to a settlement which both prefer over continued fighting. In other words, war is seen as a form of bargaining, where states make rational cost–benefit calculations about war and its termination. These scholars by and large contend that the belligerents’ war aims fluctuate during war, and that the terms of settlement may be very different from the combatants’ original aims. Few studies have highlighted the role of domestic politics. Central in this research is the recognition that the outcome of war and the terms of settlement will affect the domestic political balance of power, and will leave some groups and individuals as domestic political “losers” and others as “winners.” Ikle (1971), for example, argued that the question whether and on what terms to end a war will be particularly difficult to decide for the government that is losing the war. “Hawks”— those who want better terms and favor a continuation of the war—will face off against “Doves,” who would prefer to end the war and are willing to grant more generous terms.
Development was born as aid, an expression of the modern obsession with “caring” used by disabling professions and the service industry. However, by 1980, it was already clear that there was no correlation between aid and economic growth, and that aid was an obstacle for social transformation. Development was also born in the context of the Cold War. For President Truman, the American way of life was a democratic and egalitarian ideal to overcome the communist “threat” by closing the gap between industrial and “underdeveloped” countries. In addition, development was a reaction to the initiatives of the colonized world, increasingly challenging Western domination. Since Truman, development has connoted at least one thing: to escape from the vague, indefinable, and undignified condition known as underdevelopment. However, the Age of Development—the historical period formally inaugurated in 1949—is now coming to an end. The future of development studies lies in archaeology, to explore the ruins it left behind by looking at development’s pre-history and conceptual history, as well as the development enterprise. Since the 1970s, new campaigns were launched to focus the effort in getting for the underdeveloped, at least, the fulfillment of their “basic needs.” Meanwhile, the “law of scarcity” was construed by the economists to denote the technical assumption that man’s wants are huge and infinite, whereas his means are limited though improvable. Poverty and development thus go hand in hand. Indeed, historical experience reveals that development generates poverty. By 1985, the idea of post-development has already emerged.
Patrick Thaddeus Jackson
The concept of theory takes part in a conceptual network occupied by some of the most common subjects of European Enlightenment, such as “science” and “reason.” Generally speaking, a theory is a rational type of abstract or generalizing thinking, or the results of such thinking. Theories drive the exercise of finding facts rather than of reaching goals. To formulate a theory, or to “theorize,” is to assert something of a privileged epistemic status, manifested in the traditional scholarly hierarchy between theorists and those who merely labor among the empirical weeds. In so doing, a theory provides a fixed point upon which analysis can be founded and action can be performed. Scholar and author Kenneth W. Thompson describes a nexus of relations between and among three different senses of the word “theory:” normative theory, a “general theory of politics,” and the set of assumptions on the basis of which a given actor is acting. These three types of theory are somehow paralleled by Marysia Zalewski’s triad of theory as “tool,” theory as “critique,” and theory as “everyday practice.” While Thompson’s and Zalewski’s interpretations of theory are each inherently consistent, both signal a different philosophical ontology. Thompson’s viewpoint is dualist, presuming the existence of a mind-independent world to which knowledge refers; while Zalewski’s is more of a monist, rejecting the mind/world dichotomy in favor of a more complex interrelationship between observers and their objects of study.
For centuries, women have been struggling for the recognition of their rights. Women’s rights are still being dismissed by United Nations (UN) human rights bodies and even governments, despite the Universal Declaration of Human Rights of 1948 prohibiting discrimination on the basis of sex. It was not until the 1993 UN World Conference on Human Rights in Vienna, Austria that states began to recognize women’s rights as human rights. However, this institutional change cannot solely be credited to the UN, but more importantly to the work of international women’s organizations. According to the social movement theory, these organizations have been permeating intergovernmental structures and, with the help of their constituents and experienced leaders, framing women’s rights as human rights in different ways throughout time. It is through mobilizing resources and seizing political opportunities that women’s rights activists rationalize how discrimination and exclusion resulted from gendered traditions, and that societal change is crucial in accepting women’s rights as fully human. But seeing as there are still oppositions to the issue of women’s rights as human rights, further research still needs to be conducted. Some possible venues for research include how well women’s rights as human rights travel across different institutions, violence against women, how and in what way women’s rights enhance human rights, and the changes that have taken place in mainstream human rights and specialized women’s rights institutions since the late 1980s as well as their impact.
Karen Erickson and Elisabeth Prügl
Academic organizations introduce gender, race, nationality, and other signifiers of power into the field of international studies. Research on the status of women in the international studies profession has typically focused on the distributions of women and men according to academic rank, salaries, and employment. A number of detailed case studies have explored practices in particular academic departments and universities in order to elucidate the mechanisms in place that help to reproduce gender inequality. We can gauge the progress that women have made with regard to their status and role in academic organizations over the years by looking at the International Studies Association (ISA). The ISA presents a mixed picture of international studies as a field of gendered power. While women have entered leadership positions in the association, they have done so mostly at lower levels, while men continue to dominate the positions at the top, the ISA president and executive director. Women have made some advances into editorial positions, but gatekeeping in the scholarly journals published under the auspices of the ISA remains largely a male preserve. Furthermore, women and men in the ISA reproduce gender difference and inequality by re-enacting gender divisions of labor while participating in an economy that circulates symbolic capital. An important consideration for future research is the assumption that international studies is a field of complex gendered power that cannot be easily explained by purely singular tools of analysis.
Valentine M. Moghadam
Economic development gained prominence as a field of economics after World War II in relation to the prospects of what came to be called underdeveloped, decolonizing, developing, or Third World countries. The period between the 1950s and 1980s saw the emergence of various theories of economic development and policy strategies, and the growth of “development studies” reflected cross-disciplinary interest in the subject. In the early decades, women received little or no attention. If women were discussed at all in policy circles, it was in relation to their role as mothers, an approach that came to be known as the welfare or motherhood approach. The field of women in development (WID) emerged in the 1970s. Since the 1990s, women’s participation and gender dynamics have evolved as central issues in the discourse and policies of international development. Along with changes in theories and policies of economic development, WID developed with distinct or overlapping fields known as women and development (WAD), gender and development (GAD), the efficiency approach, and the empowerment approach. Several basic themes can be identified from the literature on women and gender in development, including: all societies exhibit a division of labor by sex; economic development has had a differential impact on men and women, although the impact on women has tended to be conditioned by class and ethnicity; economic policy making and institutions have a gendered nature, and the ways in which macroeconomics and the social relations of gender influence each other.
A gender disparity in publishing hinders the ability of women to advance their careers in academia. A review of the literature shows that there is little published research on the status of women in international studies. Women’s access to, and progress in, the field of international studies has also been slower than many have thought. Feminist approaches to international relations emerged later compared to other subfields of political science, at around the end of the Cold War. Data suggests that there has not been substantial growth in the proportion of women in international studies since the mid-1990s: the data of Tétreault et al. (1997) reported 31.2 percent women for 1994 and Breuning et al. (2005) calculated that there were 31.8 percent women in the International Studies Association in 2004. With each successive rank on the academic career ladder, the percentage of women becomes smaller. In 2006, women accounted for 36 percent of the assistant professors in political science, but only 28 percent of the associate professors and just 17 percent of full professors. Some women—especially those engaged with the research communities on women and/or gender in international studies—have found high-quality outlets in journals such as the International Feminist Journal of Politics, Politics and Gender, and the Journal of Women, Politics, and Policy. However, women whose work does not focus on those research communities are unlikely to benefit from the existence of these journals.
Caron E. Gentry
The public/private divide assumes that men are the (public sphere) actors gendered toward the possibility of violent action, specifically as soldiers, combatants, guerrillas, or revolutionaries, whereas “proper” women within the private sphere are gendered to be non-violent or peaceful actors. Women who engage in the political sphere are condemned for deviating from the private, and more so when they are involved in violence. Indeed, women who operate as agents of political violence are accused of transgressing both gender norms and the normative conceptualization of a state’s monopoly on violence. Feminists have challenged the veracity of this public/private circumscription through their evaluation of women as agents of political violence. Earlier feminist work dehumanizes politically violent women, making their violence more damaging and mental health more damaged than men who commit the same violence. Feminists later moved away from this dehumanization and instead portrayed women as helpmates to the politically violent organization and its male members. Some or most mainstream approaches refer to women involved in sub-state political violence as “terrorists,” and women terrorists are socially constructed as doubly illegitimate actors. Instead of focusing on what must be wrong with the women who engage in political violence, research should identify the reasons behind their actions, such as perceived injustices against them, their community, and/or political and civil rights.
The engagement between the discipline of international relations (IR) and feminist theory has led to an explosion of concerns about the inherent gendered dimension of a supposedly gender-blind field, and has given rise to a rich and complex array of analyses that attempt to capture the varied aspects of women’s invisibility, marginalization, and objectification within the discipline. The first feminist engagements within IR have pointed not only to the manner in which women are rendered invisible within the field, but also to IR’s inherent masculinity, which masks itself as a neutral and universally valid mode of investigation of world politics. Thus, the initial feminist incursions into IR’s discourse took the form of a conscious attempt both to bridge the gap between IR and feminist theory and to bring gender into IR, or, in other words, to make the field aware that “women are relevant to policy.” In the 1990s, feminist literature undertook incisive analyses of women’s objectification and commodification within the global economy. By the end of the 1990s and into the first decade of the 21st century, the focus turned to an accounting for the agency of diverse women as they are located within complex sociopolitical contexts. The core concern of this inquiry lay with the diversification of feminist methodologies, especially as it related to the experience of women in non-Western societies.
More than twenty years ago, feminist scholars began challenging conventional approaches to the study of war that they accused of being gender blind and excluding women’s involvement and experience of conflict. This feminist critique was articulated by Cynthia Enloe in her question “Where are the women?” in reference to the study of conflicts. Since then, numerous scholars have produced works that not only include women in existing accounts of war but also offer radical alternative approaches to the study of war. This body of feminist scholarship has sought to deconstruct and challenge three foundations of mainstream scholarship on armed conflict: equating gender with women or women’s issues; conflating women and children together as victims of war; and narrowly defining war as a masculine, public activity with a clear time frame. Feminist scholars such as Judith Butler theorized the concepts of gender and sex in order to complicate feminism beyond “women’s studies.” Despite these inroads into the way conflict is conceptualized and researched, mainstream approaches to the study of war in the past decade remain resistant to systematic and comprehensive considerations of gender. Recent scholarship presents a broader picture of women’s relationship to international conflicts. Feminist scholars demonstrate women’s multiple roles within, and impacts on, war; disrupt stereotypes and gendered norms associated with “women’s place” during war; and highlight some of the many different ways that women—as soldiers, rebels, and as perpetrators of violence—perform in, and influence war.
The number of women in national elective leadership positions has grown since 1960 when the first woman became prime minister. As the number of women in high elective office has grown, feminist scholars have worked to fill the “gender gap” in the study of national leadership in the disciplines of history, political science, and international relations. Feminist scholars, for instance, have investigated several gender-based assumptions about what the policy priorities of women leaders will be. The first assumption is that a woman leader will promote social programs and expenditures over military defense; this assumption is based on women’s traditional gender role as caretaker. The second assumption is that a woman leader will be likely to eschew the use of military force in foreign policy. The third is that she will introduce or endorse policies that promote gender equality, that is, that she will pursue a feminist agenda. Thus, the general policy questions scholars approach the study of women leaders with are: Is she a socialist? Is she a pacifist? Is she a feminist? Feminist scholars also consider public perceptions about women’s ability to serve as national leader as well as performance, or women’s style of leadership and effectiveness as leaders. Do women lead in a hierarchical, “top-down” command style or do they tend to be more cooperative, collegial, and collaborative than their male counterparts?
At the beginning of the twenty-first century, the number of women with leadership positions in national governments increased considerably. In 2006 alone, a woman became the head of government in Chile, South Korea, Liberia, and Jamaica. However, the question of how women differ from men in terms of leadership style and policy preferences has emerged as a subject of intense debate. Scholars have produced a substantial amount of work that addresses gender differences in political leadership, and particularly leadership in global politics. Many studies focus on women’s access to the upper echelons of political power, what women representatives bring to politics that is different, and how far and in what ways women politicians and legislators have different policy preferences to those of their male counterparts. More specifically, these studies explore whether women’s political representation helps advance women’s group interests. Within political science, there has been limited research regarding the systematic elements of leadership in politics, and especially the role that gender identity plays in the exercise of global political leadership. Future research should address these gaps, along with other questions such as what women leaders actually do with that power once they get there; whether women’s leadership indeed makes a difference for peace or for women’s group interests; and the political outcomes of women’s leadership.
Mary N. Hampton and Kathleen A. Mahoney-Norris
One aspect of women’s professional experience in the field of international studies is that of teaching. Women’s experience in the gendered classroom has been shaped by three general factors: their identity, their interests, and the institutions in which they work. Major dimensions of identity can be grouped into: identity as reputation; identity as race and sex; and identity as role models and mentors. Meanwhile, women’s teaching is clearly affected by their scholarly interests, which impact on both the subjects they choose to teach and their pedagogical approaches. While it would not be surprising to find that women teachers tend to teach more about women and feminism, a major survey of International Relations (IR) faculty in the United States found other significant differences between women and men in the classroom, often linked to women’s differing research interests. Women’s teaching is also impacted by the institutional environment in which they work. Surveys and studies across the academic spectrum confirm the importance not only of gender equity at institutions, but also the presence of an institutional climate, or culture, that is friendly to women faculty. Major elements that affect the institutional environment include the number of faculty women (including senior women); the type of institution (its focus on research or teaching); and the ability to offer feminist and gender courses, and related pedagogies.
John Boli, Selina Gallo-Cruz, and Matt Mathias
World-polity theory is a widely used sociological perspective for the analysis of world culture, organization, and change. Also known as world-society theory, global neo-institutionalism, and the “Stanford school” of global analysis, world-polity theory is largely compatible with the globalization perspective associated with Roland Robertson and the cultural analysis approach of anthropologists Ulf Hannerz and Arjun Appadurai. Proponents of world-polity theory argue that rationality, purposes, and interests are profoundly cultural constructs bound up in an over-arching canopy (or underlying foundation) that endows actors with properties, identity, meaning, interests, and guides to action. The theory also recognizes the key role played by international nongovernmental organizations (INGOs) in the formation, codification, and propagation of world culture. The intellectual foundations of world-polity theory can be traced to the work of its founder, John W. Meyer, as well as Émile Durkheim, Max Weber, and Erving Goffman. Two institutional domains of world society that have generated the most attention in world-polity theory are the responsible and responsive state, and the sacred and empowered individual. A variety of criticisms have emerged regarding world-polity theory, such as the alleged failure of world-polity research to address issues of inequality and stratification more directly. Among other issues, future research should focus on elucidating the ontological structure and normative order of global culture, as well as the historical origins, growth, and development of world culture, transnational organization, and global actor models over the longue durée (the past millennium or so).