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Catherine Goetze and Dejan Guzina
Since the early 1990s, the number of statebuilding projects has multiplied, often ending several years or even decades of violent conflict. The objectives of these missions have been formulated ad hoc, driven by the geopolitical contexts in which the mandates of statebuilding missions were established. However, after initial success in establishing a sense of physical security, the empirical evidence shows that most statebuilding efforts have failed, or achieved only moderate success. In some countries, violence has resumed after the initial end of hostilities. In others, the best results were authoritarian regimes based on fragile stalemates between warring parties. A review of the literature on statebuilding indicates a vast number of theories and approaches that often collide with each other, claim the exact opposite, and mount (contradictory) evidence in support of their mutually exclusive claims. Still they are united by their inquiry into the general structural and policy-making conditions that nurture or impede statebuilding processes. A problematic characteristic of the statebuilding literature is a lack of dialogue across the various disciplines. Many of the claims in the international relations literature on external statebuilding are a mirror image of the previous ones made on democratization. Another problem is the propensity to repeat the same mistakes of the previous generations.
Jeffrey S. Lantis, Kent J. Kille, and Matthew Krain
Active teaching involves the use of instructional techniques designed for meaningful student engagement in the discovery of knowledge. It involves collaboration— a commitment on the part of instructors and students to enliven the educational environment and achieve educational objectives. In 1994, the Active Learning in International Affairs Section (ALIAS) of the International Studies Association was founded to foster the development of scholarship on teaching and to facilitate broader exchanges of ideas within the discipline. ALIAS has served both as an inspiration for innovative ideas in teaching and learning and as a forum for professional exchange and development. A review of the state of the literature on five key dimensions of active teaching and learning—case studies; alternative texts; simulations, games, and role-play; instructional technologies; and service-learning—show that there has been a significant evolution of the literature, including promising bursts of activity in many areas over the past decade. Teacher-scholars are devoting greater attention to pedagogy and more academic journal articles and books are detailing the value of active teaching and learning methods in international studies. Less clear, however, is the degree to which the literature has contributed to the cumulation of knowledge in the discipline and a truly international perspective on teaching and learning. A more comprehensive framework for organizing scholarship in active teaching and learning in international studies would better encourage such cumulation of knowledge.
Michael D. Ward
The origin of the statistical analysis of international relations can be traced back to 1920s with the work of Quincy Wright, who founded the University of Chicago’s Committee on International Relations. He led an interdisciplinary study of war that provided a first compendium of what was then known about the causes of war. Wright's studies and those that came after them were based on the assumption that systematic data were required to advance our knowledge about the causes of violent conflicts, and that an analysis of the dynamics of strategic decision making were essential; in short, systematic data coupled with a theoretical framework that focused on the decision-making calculus. However, debates soon raged over whether this scientific approach was better than the classical approach, which was based on philosophy, history, and law, and did not conform to strict standards of verification and proof. Since then, the literature has evolved into studies with a strong theoretical motivation, often expressed via game theoretical analytics, examined empirically with statistical frameworks that are specifically sculpted to probe those strategic dependencies. As such, existing models have resolved the levels of analysis problem that appeared daunting to earlier generations by actually focusing on the modeling of aspects of world politics that enjoin many different levels simultaneously.
Jason E. Strakes and David J. Galbreath
To gain a comprehensive understanding of the relationships of elite/citizen preferences and strategies—and its consequent impact on the perceived role of their countries in the greater international system—it is necessary to put an emphasis on interactions within and across contrasting areas of the formerly communist world. Until recently, the systematic investigation of foreign policy-making processes has been a relatively neglected dimension within the general domain of post-communist studies. During the mid-to-late 1990s, various scholars addressed ideological redefinition in post-communist states. Other scholars have addressed the foreign policy trajectory of the newly independent states from the perspective of governance, institutional structure, and state capacity. Among the analytic tools that have been adopted to evaluate the international activities of post-communist states in recent years is the burgeoning concept of “multi-vector” foreign policy. However, due to the vast cross-regional scope and complexity of the former Soviet region, it has become more analytically useful to identify this group of countries in terms of their location in separate and respective geographic subregions. Two regional overviews provide a synthesis of the four analytic foci: national identity, political transition, rationality, and regionalism. The first offers an assessment of the foreign policy decisions and strategies of the Baltic republics since 1990–1. The second evaluates the foreign relations between the Russian Federation and the five independent republics of Central Asia.
Steven E. Lobell
Structural realism, or neorealism, is a theory of international relations that says power is the most important factor in international relations. First outlined by Kenneth Waltz in his 1979 book Theory of International Politics, structural realism is subdivided into two factions: offensive realism and defensive realism. Structural realism holds that the nature of the international structure is defined by its ordering principle, anarchy, and by the distribution of capabilities (measured by the number of great powers within the international system). The anarchic ordering principle of the international structure is decentralized, meaning there is no formal central authority. On the one hand, offensive realism seeks power and influence to achieve security through domination and hegemony. On the other hand, defensive realism argues that the anarchical structure of the international system encourages states to maintain moderate and reserved policies to attain security. Defensive realism asserts that aggressive expansion as promoted by offensive realists upsets the tendency of states to conform to the balance of power theory, thereby decreasing the primary objective of the state, which they argue is ensuring its security. While defensive realism does not deny the reality of interstate conflict, nor that incentives for state expansion do exist, it contends that these incentives are sporadic rather than endemic. Defensive realism points towards “structural modifiers” such as the security dilemma and geography, and elite beliefs and perceptions to explain the outbreak of conflict.
Joana Setzer and Karen Anderton
Subnational diplomacy has become an increasingly important part of foreign policy and international relations. This observation concerns a state of affairs that is not necessarily obvious or given. First, by definition, subnational governments usually conduct subnational activities and address problems that affect their constituencies. Second, in many countries subnational governments undertake such an agenda without an actual legal framework authorizing such initiatives. However, with an intensified global interdependency, policy areas such as environmental protection, human rights, immigration, and trade, just to name a few, require action both at the international and territorialized levels, as many of them transcend political administrative boundaries.
As a result, in the early 21st century it is possible to determine various forms of international relations conducted by subnational leaders. This activity involves direct interactions undertaken by subnational leaders and bureaucrats with other actors across borders (private, non-governmental, and governmental—national or subnational), participation in transnational networks, and/or participation in international policymaking. Because subnational governments are closer to the people and can test experimental or groundbreaking policies with less risk, oftentimes they can become pioneers of measures that can be rolled out or replicated elsewhere in the international domain. Such policy leadership is just one element of subnational engagement in the diplomatic arena whereby subnational governments move across jurisdictional levels, breaking the fixed scales in which they would traditionally operate.
In the past years, scholars investigating the external relations undertaken by subnational governments have dedicated great effort to understanding the motivations for regions to go into the international arena. What these studies lack, however, is an understanding of what the implications are of subnational governments’ engagement in international relations.
M. Leann Brown
Sustainable development (SD) is defined as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” This definition is articulated in Our Common Future, a political manifesto published in 1987 by the United Nations’ World Commission on Environment and Development (WCED). SD promises to resolve in a positive-sum manner the most daunting economic, environmental, political, and social challenges the world is currently facing. However, it has also become a much contested concept, mainly due to the comprehensiveness, ambiguity, and optimism inherent in its underlying assumptions. Ongoing debates within the literature deal with how to define, operationalize, and measure SD; how economic development and environmental protection are conceptualized as mutually supportive; how “nature” is treated in the literature; equity and overconsumption challenges to SD; and the governance, social learning, and normative transformations required to achieve SD. Reaching some consensus on definitions and operationalization of the multiple aspects of SD will lead to standards by which to assess development and environmental policies. Among the most urgent issues that must be addressed in future research are the roles and influence of the relatively new participants in governance, such as intergovernmental/nongovernmental organizations and corporations; the new modes of governance including public-private and private-private partnerships and network governance; and the impacts of implementing compatible and contradictory policies on the various levels and across policy areas.
Karen A. Rasler and William R. Thompson
There are various approaches, both simple and complex, to systemic conflict. The simpler ones include balance of power, polarity, concentration, polarization, and democratization. More complex systemic approaches to conflict range from power transition and relative power cycle to leadership long cycle and world-systems. Some of these programs continue to generate scholarly interest and produce new findings, while others have been beset with little activity. Yet, none of these research programs have captured enough scholarly attention to be fully “mainstreamed.” That is, they have not been co-opted as central interpretations of international politics. The theoretical literature on simpler approaches to systemic conflict persists today but was more common prior to the mid-1970s. Since systemic analyses were not well developed in the first two or three decades after World War II, scholars grappled with what systemic analyses meant. One question is whether we should differentiate between a global system and its multiple regional subsystems. Complex systemic research programs have declined in analytical popularity after peaking in the 1980s, in large part because perceptions of the world situation changed in the 1990s. Whether “traditional” system dynamics will regain its lost status in light of the globalization processes perceived to be at work remains unclear, but there is cause for optimism about the future contributions of systemic theory as research programs in this area have expanded to include new topics and issues, along with new theoretical developments in other areas that will be pertinent to systemic perspectives.
Kimberly A. Weir
Pedagogy is the discipline that deals with the theory and practice of teaching. Pedagogy informs teaching strategies, teacher actions, and teacher judgments and decisions by taking into consideration theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students. The teaching of global political economy (GPE) offers an alternative, and a challenge, to conventional economics education. Its emphasis on the competing currents of economic thought and their association with rival political philosophies adds complexity to the subject. However, this engagement with controversial issues creates more intellectual excitement than a narrow, “technical” treatment of orthodox analysis. There is also more scope for students to link their own personal experiences with the broader concerns of political economy. By emphasizing a liberal educational philosophy, educators can attain a more grounded approach to study, relating to students’ own experiences and more explicitly acknowledging the role of personal and political values. Scholars argue that there are viable alternatives to the standard micro-macro-quantitative curriculum and to the conventional teaching of economics. A pedagogy emphasizing controversies, linking competing economic analyses and different political perspectives, is possible. Ultimately, the teaching of global political economy has some inherent advantages as a means of interesting and engaging students.
Craig Douglas Albert and Mary Frances Rosett Lebamoff
A review of syllabi from members of the ethnicity, nationalism, and migration studies (ENMS) section of the International Studies Association shows that “teaching ethnic conflict” covers has several parts: the classical literature, main themes used in the classroom, including theories of ethnicity/nationalism, causes of ethnic conflict, responses, and regions of the world. One of the most prevalent themes in classical texts is identity formation. EMNS professors appear to focus on three approaches: primordialism, instrumentalism, and constructivism. It is assertable that each approach has dominated the discipline at specific times. While one approach may be the focal point of ENMS, each coexists with the others. The next most widely used topic in ENMS classrooms is theories of ethnic conflict. Ethnic conflict studies focus on in-group/out-group relationships and how the two conflict. Migration is also studied within the framework of ethnicity and nationalism, which may be attributed to their many interconnections. For example, the harsh treatment of ethnic minorities within a state may result in mass expulsion, ethnic cleansing, war, and even voluntary exile by the oppressed group. Government oppression may include mass violence, but also economic discrimination. This may result in ethnic peoples outside of their traditional homeland seeking asylum in another state that is friendlier to them.
Several resources are available for teaching global development. Textbooks, for instance, often follow models reminiscent of comparative politics textbooks. In them, space is accorded to the general history of development and the self-determination movements following World War II, a discussion of different theoretical perspectives on development, followed by country case studies or sectoral issues. Other textbooks may choose more regional approaches to analyze development, critical of state-based development theory and practices and who see regional development models as correctives of bilateral and multilateral initiatives. Still others use cross-cutting themes of global development and political economy as their intellectual “infrastructure”, augmented by historical and cultural research across global regions, with concerns about gender, household level development, and non-state actors as stakeholders. Other resources include resources include numerous professional and academic journals devoted to development and development studies, including the Journal of International Development, the Third World Quarterly, and Development and Change. Among nonacademic resources are nongovernmental organizations, international and multilateral organizations, and policy “think tanks” that produce development programming, data, and analysis. Interactive methods, media, and educational resources are also recommended for teaching of global development. Teaching with interactive methods promotes more student directed learning, assists in developing critical thinking, encourages communication and analysis skills, helps to personalize abstract material, and bridges gaps between theoretical material and real circumstances.
Katrina S. Rogers
Learning about international environmental politics requires students to comprehend large amount of information across multiple disciplines, while also considering the ramifications of broad issues in international relations as they relate to the environment. As such, teaching global environmental politics poses numerous pedagogical challenges. The concept of “pedagogical content knowledge” provides a most useful framework for teaching global environmental politics because of its dynamism and emphasis on the developmental aspects of learning. There are six steps that create a process for continuous improvement in a cycle of learning from one’s teaching: comprehension, transformation, instruction, evaluation, reflection, and new comprehension. Two surveys conducted concurrently between April and November 2008 were analyzed to reveal patterns that suggest strengths and weaknesses in content and pedagogy. The first analyzed 47 global environmental politics syllabi by 44 instructors teaching at major colleges and universities in the United States. The second was a confidential and anonymous online survey of 114 teachers in the field. The combined results of these two surveys show some inconsistency between what instructors say and what their syllabi show. Ultimately, teachers can improve learning by drawing on four major themes that can be distilled from the framework of pedagogical content knowledge: setting the context; building positive social norms; emphasizing inquiry, discovery, and synthesis; and creating the possibility of transformation. Possible future directions of teaching and learning include the incorporation of distance learning practices, electronic applications, and creative combinations of both with traditional methods.
William C. Spracher
Intelligence studies, as taught by specialized departments or institutes and leading to degrees with the word “intelligence” in their titles, is a relatively new phenomenon. Intelligence is considered a profession, while intelligence studies can probably best be described as an emerging discipline that has yet to reach full maturity. Much of the more recent data on teaching intelligence is in the hands of professional associations, government agencies, and nongovernmental organizations dealing with the intelligence profession. Some of the government academic institutions which served as the wellspring for many of the nongovernmental programs that blossomed later are the Department of Defense institutions, the National Defense Intelligence College, and the National Defense University. There are also professional journals and other publications covering intelligence studies courses, as well as nongovernmental professional organizations that students of intelligence can join, such as the National Military Intelligence Association and the International Studies Association. At the international level, intelligence studies courses are offered in countries like the UK, Canada, Australia, South Africa, Israel, and Brazil. The next step is to determine what specifically is being taught, and how, among the growing number of colleges and universities getting into the business of teaching intelligence, especially in the wake of 9/11. A significant is the phenomenal growth of online programs, which allow deployed military and civilian personnel to study intelligence while practicing the theory they are learning.
Robert J. Beck and Henry F. Carey
The international law (IL) course offers a unique opportunity for students to engage in classroom debate on crucial topics ranging from the genocide in Darfur, the Israeli–Palestinian issue, or peace processes in Sri Lanka. A well-designed IL course can help students to appreciate their own preconceptions and biases and to develop a more nuanced and critical sense of legality. During the Cold War, IL became increasingly marginalized as a result of the perceived failure of international institutions to avert World War II and the concurrent ascent of realism as IR’s predominant theoretical paradigm. Over the past two decades, however, as IL’s profile has soared considerably, political scientists and students have taken a renewed interest in the subject. Today, IL teaching/study remains popular in law schools. As a general practice, most instructors of IL, both in law schools or undergraduate institutions, begin their course designs by selecting readings on basic legal concepts and principles. Once the basic subject matter and associated reading assignments have been determined, instructors typically move on to develop their syllabi, which may cover a variety of topics such as interdisciplinary methods, IL theory, cultural relativism, formality vs informality, identity politics, law and economics/public choice, feminism, legal realism, and reformism/modernism. There are several innovative approaches for teaching IL, including moot courts, debates, simulations, clinical learning, internships, legal research training, and technology-enhanced teaching. Another important component of IL courses is assessment of learning outcomes, and a typical approach is to administer end-of-semester essay-based examinations.
Margaret P. Karns
The teaching of international organization (IO) poses unique challenges. One is deciding whether to take a broad global governance-IO approach dealing with the creation, revision, and enforcement of rules that mark different governance arrangements, the roles of formal, informal, intergovernmental, and nongovernmental IOs, and the politics, dynamics, and processes of problem-solving and governance in various issue areas, a theory-driven approach, or an IOs approach focusing primarily on select formal intergovernmental organizations (IGOs) and possibly nongovernmental organizations (NGOs), emphasizing structures, charters, mandates, and functions. Either choice could lead one to utilize recent literature on IGOs (and to a lesser extent NGOs) as organizations and bureaucracies, examining their design, functions, and performance or behavior. Another is the extent to which various international relations as well as IO-related theories such as theories of cooperation, regime and institution formation and evolution, functionalism, constructivism, and others are integrated into an IO course. To what extent are students introduced to currents of critical theory such as postmodernism, Marxism, feminism, and postcolonialism in relationship to IOs? There is also the question of which IGOs—global and/or regional—to include given the range of possibilities. How all the abovementioned issues are addressed will strongly influence choices with regard to textbooks, other readings, and various types of electronically available materials.
Teaching international political sociology (IPS) is intellectually rewarding yet pedagogically challenging. In the conventional International Relations (IR) curriculum, IPS students have to set aside many of the premises, notions, and models they learned in introductory classes, such as assumptions of instrumental rationality and canonical standards of positivist methodology. Once problematized, these traditional starting points in IR are replaced with a number of new dispositions, some of which are counterintuitive, that allow students to take a fresh look at world politics. In the process, IPS opens many more questions than it provides clear-cut answers, making the approach look very destabilizing for students. The objective of teaching IPS is to sow the seeds of three key dispositions inside students’ minds. First, students must appreciate the fact that social life consists primarily of relations that make the whole bigger than the parts. Second, they must be aware that social action is infused with meanings upon which both cooperative and conflictual relations hinge. Third, they have to develop a degree of reflexivity in order to realize that social science is a social practice just like others, where agents enter in various relations and struggle over the meanings of the world. There are four primary methods of teaching IPS, each with its own merits and limits: induction, ontology, historiography, and classics.
Craig Douglas Albert
International relations (IR) theory is favorably described in almost every syllabus since 1930. The most important questions asked were: “What is theory?” and “Is there a reason for IR theory?” The most widely used texts all focus on the first question and suggest, among others, that IR theory is “a way of making the world or some part of it more intelligible or better understood.” We can gauge where the teaching of IR theory is today by analyzing a sample of syllabi from IR scholars serving on the Advisory Board of the International Studies Association’s (ISA) Compendium Project. These syllabi reveal some trends. Within the eight undergraduate syllabi, for example, a general introduction to IR theory is taught in four separate classes. Among the theories discussed in different classes are realism, classical realism, neo-realism, Marxism and neo-Marxism, world-systems theory, imperialism, constructivism, and international political economy. Novel methods for teaching IR theory include the use of films, active learning, and experiential learning. The diversity of treatments of IR theory implied by the ISA syllabi provides evidence that, with the exception of the proliferation of perspectives, relatively little has changed since the debates of the late 1930s. The discipline lacks much semblance of unity regarding whether, and how, to offer IR theory to students. Nevertheless, there have been improvements that are likely to continue in terms of the ways in which theories may be presented.
Leah Seppanen Anderson
A review of undergraduate course offerings at top-ranked colleges and universities in the United States and analysis of course syllabi from undergraduate programs in political science have revealed certain trends in the teaching post-communist politics. For instance, majority of schools now offer post-communist politics courses, although a student at a national university is more likely than one at a liberal arts institution to have the opportunity to learn about the region. Regardless of the type of school, students will most commonly study post-communism from a comparative, rather than international relations, perspective. Comparative courses usually focus on Russia and East Central Europe. Undergraduates curious about why a course on Russian politics matters will most often find syllabi that present the course as an examination of one of the most “dramatic political events of the twentieth century.” The examination of political change and continuing instability or chaos in Russian politics is another common theme. A few syllabi structure the course around theoretical concerns of the discipline and practical policy questions, framing the semester as a study of the quality and scope of democracy in Russia since the end of communism. East Central European (ECE) politics courses encompass multiple states, which creates opportunities and challenges not present in teaching Russian politics. Undergraduates are most likely introduced to East Central Europe through a thematic study of the entire region rather than extensive, individual country case studies.
D. Scott Bennett
The Scientific Study of International Processes (SSIP) is an approach aimed at teaching of international politics scientifically. Teaching scientifically means teaching students how to use evidence to support or disprove some particular logical argument or hypothesis that reaches some level of generalization about relationships between concepts. Closely related to simply asking what evidence there is, is teaching students to address the breadth, depth, and quality of that evidence. The scientific approach may also draw attention to the logic of arguments and policies. Are policies, positions, and the arguments behind them logical? Or is some policy or position based on assumptions that are not logically related, or only true if certain auxiliary assumptions hold true? Teaching methods for SSIP include comparative case studies, experiments and surveys, data sets, and game theory and simulation. Instructors also face several challenges when seeking to teach scientifically, and in particular when they try to make time to teach methodology as part of an international politics course. Some problems are relatively easily overcome just by focusing on effective teaching. Other are unique to SSIP and cannot be dealt with quite so easily. Among these are the need to appeal to a broad audience, and dealing with students' negative reactions to the term “science” and the constraint of finite time in a course.
Ralph G. Carter
Case-based learning offers several advantages in the study of international relations. For instructors, the primary attraction of case-based learning is its emphasis on active student engagement. Rather than reading the assigned material, passively listening to lectures, and memorizing notes, students are drawn into more active roles as their classroom instructors ask questions and require student participation. For students, case-based learning connects course material to the real world beyond the classroom. Regardless of the nature of the case or its source, instructors can take steps to ensure success with a case-based approach. First, instructors should know the details of the case: the background, the facts and events, the issues, the participants, and the results. Second, instructors should ensure that the physical setting of the classroom is appropriate for the anticipated task. Third, instructors should be attentive to the size of the class. Small classes promote participation by more students. Finally, instructors can be attentive to the possibility of pairing cases for comparative discussion and analysis. The success of case-based learning also rests in students' awareness that that passivity on their part is unacceptable. Thus, instructors must be sure that they convey the expectation that students must come to class ready to participate. Some common problems associated with case-based learning include time management, silence or apathy on the part of the students, and failed class.