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Jeffrey S. Lantis, Kent J. Kille, and Matthew Krain
The literature on active teaching and learning in international studies has developed significantly in recent decades. The philosophy behind active teaching approaches focuses on the goal of empowering students and promoting knowledge retention through engagement and experiential learning. Teacher-scholars in many different disciplines have contributed to a wide and increasingly deep literature on teaching with purpose. They identify best practices, including the importance of designing exercises that have clear educational objectives, exploring examples and alternative ways of engaging students, detailing clear procedures, and implementing assessment protocols. Examples of popular and successful active teaching and learning approaches include teaching with case studies and problem-based learning in international studies, where students confront the complexities of an issue or puzzle, and reason through potential solutions. Other instructors employ structured debates in the classroom, where students are assigned common reading materials and then develop arguments on one side or another of the debate in order to critically examine issues. More teachers are engaging students through use of alternative texts like literature and films, where reading historical narratives, memoirs, or even graphic novels may help capture student interest and promote critical thinking and reflection. In addition, simulations and games remain very popular—from simple in-class game theory exercises to semester-long role-playing simulations of international diplomacy. Studies show that all of these approaches, when implemented with clear educational objectives and intentionality, can promote student learning, interest, and retention of knowledge and perspectives. Finally, teacher-scholars have begun to embrace the importance of assessment and thoughtful reflection on the effectiveness of active teaching and learning techniques for the international studies classroom. Evidence regarding the achievement of learning outcomes, or potential limitations, can help inform improvements in experiential learning program design for future iterations.
Nicole Laliberte, Kate Driscoll Derickson, and Lorraine Dowler
Geography and international studies are both deeply rooted in masculinist, imperialist, and patriarchal ways of viewing the world. However, over the past 20 years, the increase in the number of women within these fields has planted the seeds for the introduction of feminist intervention. Feminist geography is primarily concerned with the real experiences of individuals and groups in their own localities. It can be viewed as the study of "situated knowledges derived from the lives and experiences of women in different social and geographic locations." Feminist geographers consistently seek out techniques which are in line with their feminist philosophies. Although much of the work will be categorized as qualitative, such as ethnographic fieldwork, feminist geographers recognize the need for feminist approaches in quantitative analysis, and techniques alone do not render the project feminist. Rather, feminists in geography argue that all types of data collection must recognize the power relationship between the researcher and the researched. Feminist geography also operates at the local scale and crosses to the global. This is illustrated by geographers who not only study the daily lives of women in a refugee camp but also construct theoretical arguments focused on global forces such as climate change or war in relation to the international migration of women.
John James Quinn
Studies on African foreign policies, and the process involved with their formation, have received much less attention compared to other aspects of African studies. Most have been in-depth case studies illustrating how foreign policy decisions are centered on common concerns for the region, such as decolonization, nation building, economic and political autonomy, and Cold War competition. As such, most diplomacy is conducted with close neighbors, former colonial powers, or the super powers. Much is also conducted within intergovernmental organizations (IGOs). Interactions with multilateral institutions—the World Bank and IMF—also feature prominently. Most analyses indicate that foreign policy has been in the hands of a president, who has conducted it primarily as a means of consolidating or maintaining domestic rule. African foreign policies also tend to reflect the reality that most are small and weak states. A strand of empirical comparative foreign policy literature on Africa does exist, examining things such as UN voting or level of diplomatic activity. Finally, much literature on African foreign policies is embedded in African international relations and focuses on the choices of leaders within larger historic, material, ideological, and international contexts. Most scholars, but not all, eschew an analysis using a single paradigm: eclectic, historical approaches seem to be more common than either cross-national empirical studies or paradigmatically pristine approaches. With this in mind, African foreign policies must respond to, and evolve with, changing international and regional contexts, especially any with significant shifts in geopolitical power.
Elizabeth C. Hanson
The intellectual impetus for international communication research has come from a variety of disciplines, notably political science, sociology, psychology, social psychology, linguistics, anthropology, and, of course, communication science and international relations. Although highly diverse in content, international communication scholarship, past and current, falls into distinct research traditions or areas of inquiry. The content and focus of these have changed over time in response to innovations in communication technologies and to the political environment.
The development and spread of radio and film in the 1920s and 1930s increased public awareness and scholarly interest in the phenomenon of the mass media and in issues regarding the impact on public opinion. The extensive use of propaganda as an instrument of policy by all sides in World War I, and the participation of social scientists in the development of this instrument, provided an impetus for the development of both mass communication and international communication studies. There was a heavy emphasis on the micro level effects, the process of persuasion. Strategic considerations prior to and during World War II reinforced this emphasis.
World War II became an important catalyst for research in mass communication. Analytical tools of communication research were applied to the tasks of mobilizing domestic public support for the war, understanding enemy propaganda, and developing psychological warfare techniques to influence the morale and opinion of allied and enemy populations.
During the Cold War, U.S foreign policy goals continued to shape the direction of much research in international communication, notably “winning hearts and minds” of strategically important populations in the context of the East-West conflict. As new states began to emerge from colonial empires, communication became an important component of research on development. “Development research” emphasized the role of the mass media in guiding and accelerating development. This paradigm shaped both national and international development programs throughout the 1960’s. It resurfaced in the 1980s with a focus on telecommunication, and again in the 1990s, in modified form under the comprehensive label “information and communication technologies for development.” Development communication met serious criticism in the 1970s as the more general modernization paradigm was challenged.
The emergence of new information and communication technologies in the 1990s inspired a vast literature on their impact on the global economy, foreign policy, the nation state and, more broadly, on their impact on power structures and social change. The beginning of the 21st century marks a transition point as the scholarship begins to respond to multiple new forms of communication and to new directions taken by the technologies that developed and spread in the latter part of the previous century
Karl P. Mueller
Air power refers to the use of aviation by nations and other political actors in the pursuit of power and security interests, along with the use of long-range missiles. Since armies and navies first began to experiment with the use of airplanes as implements of war, air power has emerged as an integral component of modern warfare. Air power was born in the crucible of World War I, but came of age in the conflagration of World War II. The developmental history of air power is significant to security studies in general and to the study of air power in particular. Owing to the rapid series of state changes in air power, trying to understand the nature of air power and its effects on modern warfare and international security has become more complicated. Two questions that are central to the study of international security are whether air power facilitates offense as a whole and whether it encourages aggression as a result. There has also been a debate over the issue of how air power can most effectively be used to coerce an enemy through strategic bombing. Another source of disagreement is the question of whether air and space power constitute one subject or two. In general, there are compelling merits in treating space power as a domain of national security theory and policy separate from those of land, sea, and air power.
Patricia A. Weitsman
Military alliances predate even the state system as a form of international cooperation, and they take on many forms. The motivations of states seeking to join, the commitment levels formalized in the alliance agreement, and degrees of institutionalization all take different forms in the literature, but these scholarly perspectives can be boiled down to a few approaches: the realist, the rationalist and formalist, the liberal or institutionalist, and finally, the constructivist arguments on alliance identities. Moreover, a common thread among the literature on military alliances is an understanding that alliances provide a wide range of services to their members, and contain more than one motivation for forming and maintaining the alliances. Given that the motivations for forming alliances are varied, especially during different threat environments, it is important to ask what the consequences are. In this vein, scholars consider two primary issues: if these alliances can fulfill their intended missions, and if there are unintended consequences which may arise and lead to undesirable results. A related issue to the study of what motivates alliances is in how well they perform in terms of cohesion. Cohesion is, roughly speaking, the capacity of an alliance to effectively carry out its goals. Finally, there are the coalitions—ad hoc multinational understandings that are forged to undertake a specific mission, and dissolve once that mission is complete. They are not wholly analytically distinct from wartime alliances, although the latter may have a greater degree of institutionalization and may predate a specific wartime operation.
The concept of anarchy is seen as the cardinal organizing category of the discipline of International Relations (IR), which differentiates it from cognate disciplines such as Political Science or Political Philosophy. This article provides an analytical review of the scholarly literature on anarchy in IR, on two levels—conceptual and theoretical. First, it distinguishes three senses of the concept of anarchy: (1) lack of a common superior in an interaction domain; (2) chaos or disorder; and (3) horizontal relation between nominally equal entities, sovereign states. The first and the third senses of “anarchy”’ are central to IR. Second, it considers three broad families of IR theory where anarchy figures as a focal assumption—(1) realism and neorealism, (2) English School theory (international society approach), and (3) Kant’s republican peace. Despite normative and conceptual differences otherwise, all three bodies of theory are ultimately based on Hobbes’s argument for a “state of nature.” The article concludes with a summary of the key challenges to the discourse of international anarchy posed by the methodology of economics and economics-based theories that favor the alternative discourse of global hierarchy.
Influenced by similar historical forces and intellectual trends, the fields of anthropology and international relations have begun collaborating in areas such as migration, human security, and non-state activism. One area of potential interest to international relations scholars is archaeologists’ study of the emergence, development, and decline of states. Another area is cultural anthropologists’ study of war, peace, and violence. Both international relations scholars and cultural anthropologists have begun studying non-state actors and globalization, as well as transdisciplinary topics such as gender, human rights, and nationalism. Moreover, international relations research on ethnic conflicts is growing, with many scholars drawing from anthropological works on the link between internal political processes and ethnic violence. Another area in which some international relations scholars and anthropologists have collaborated is human security; increasing numbers of anthropologists are studying cultures undergoing armed conflict. One controversial arena was applied anthropology’s recent involvement in U.S. military efforts in the Middle East. Most anthropologists agree that the use of anthropology for national defense purposes violates anthropology’s code of research ethics. Overall, the field of international relations has shown increasing interest in the question of “culture” and in the qualitative research methods that characterize anthropological research.
The recent turn to practices in international relations has been touted as a decisive step to provide a comprehensive theory of the field, comparable to the discovery of the “gluon” that revolutionized particle physics. More moderate arguments stress however that making the way we act the center of attention is preferable to having our research agenda set by methodological questions or metatheoretical issues, which gave the great theoretical debates in the field an often ethereal quality. This focus on international practices and the institutions to which they give rise promises to provide the “relevant” knowledge for decision makers as well as for the attentive public. Aside from the usual utilitarian considerations this, argument also calls attention to the fact that not everything that may be true is practically useful, feasible, or allowed. Those questions are of special importance in disciplines that deal with questions of praxis, where issues of the “should” and “ought,” of responsibility and commitment, weigh in heavily and which cannot be reduced to “what happens” by necessity, or “mostly”, or “frequently,” as evidenced by observations (made under ideal conditions, as in experiments, or by inductive inference from a big data set).
To that extent it is somewhat surprising that this “turn” to practice bases its claims on its alleged ability to furnish us with a better theory and provide answers to what “really is”, as specified by the usual epistemological criteria accepted by the mainstream in political science. At the same time, this “turn” pays scant attention to the proprium of “action” that takes place in time and specific contingencies, under strategic conditions characterized by uncertainty (not only by “risk” where we at least must know or correctly guess the distribution of cases) and the possibility of genuine perspective-dissolving surprises (e.g., 9/11 or the fall of the wall in Berlin, or the financial meltdown). Action also frequently has detrimental consequences for others, or involves making choices for others (patients, clients, citizens), so shrugging off problems that impose special duties on actors is hardly possible. The perspective on the “observable,” or what “is,” which is supposed to disclose itself to an unengaged observer and can be used as a criterion for acting and for assessing the actions of others when vetted by the standards of a good theory, therefore seems to be highly problematic.
Whatever we may believe and on whichever side we come down in the end, it is important to be aware of the various philosophical issues and conceptual difficulties that such an assessment requires. It cannot be short-circuited by simple “assumptions” (as “rational” as they might be), or by relying on dubious conceptual stretches, unexamined analogies, or the “kindness of strangers” in our networks.
Sovereignty has been variously understood as the given principle of international relations, an institution, a social construct, a performative discourse subject to historical transformation, or a particular practice of power. The “articulations” of sovereignty refer to sovereignty as a practice that is worked on and in turn works with and against other practices. Alongside territory and supreme authority, sovereignty is characterized by the capacity to make and enforce laws. Sovereignty has also been defined in opposition to rights, as the spatiotemporal limits it instantiates are also the limits of rights. Another conceptualization of sovereignty has been revived in international relations, partly in response to the question of exclusions and limits that sovereign practices enacted. In addition, sovereignty is not inextricably tied up with the state but is articulated with heterogeneous and contradictory discourses and practices that create meaning about the international, and has consequences for the kind of community, politics, and agency that are possible. There are three effects of the logic of sovereignty in the international system: the ordering of the domestic and the international, the spatio-temporal limits to politics, and the exclusions from agency. In addition, there are three renditions of the international as a “thick” social space: those of globalization theories, of biopolitics, and of empire.
Art can leave an impact on international politics by offering inspiration and perspective to relations between peoples of different nations and life experiences. It can furthermore “re-enchant” the world as humanity faces many critical challenges, such as threats to peace and security; widespread and massive violations of political, civil, social, and cultural rights; and the deterioration of the biosphere. The most direct and easily perceptible contribution of art to international relations is of an instrumental nature, where art is deliberately used to obtain certain objectives such as awakening a sense of patriotism, or stirring people’s emotions to take action against a perceived problem. Art also has an extrinsic value in international relations, where the knowledge, ideas, inspirations, and sympathies of international political relevance that can be derived from a work of art by the discerning reader, listener, or observer. It is differentiated from the instrumental value of art through the artist’s intent. A work of art is considered of instrumental value when it is meant to fulfill political objectives, while extrinsic works of art seek to convey the artist’s thoughts and feelings, regardless of political persuasion. Finally, there is the intrinsic value of art, which can be found in many artworks that have universal appeal. These pieces communicate feelings and ideas that are universally perceivable and enchant the sensitive observer, and can influence the affairs of nations by bringing into relief ennobled visions that draw together imagination, intuition, and objectivity.
Kay Gibson and Carolyn M. Shaw
With the shift in learning objectives that were more focused on the development of skills and processes, new assessment techniques were required to be developed to determine the effectiveness of new active-learning techniques for teaching these skills. In order for assessment to be done well, instructors must consider what learning objective they are assessing, clarify why they are assessing and what benefits will derive from the process, consider whether they will conduct assessments during or after the learning process, and specifically address how they will design solid assessments of active learning best suited to their needs. The various types of assessment for active-learning strategies include written and oral debriefing, observations, peer- and self-assessment, and presentations and demonstrations. In addition, there are several different measurement tools for recording the assessment data, including checklists and student surveys. A final aspect to consider when examining assessment techniques and measurement tools is the construction of an effective rubric. Ultimately, further research is warranted in the learning that occurs through the use of active-learning techniques in contrast with traditional teaching methods, the “portability” of active-learning exercises across cultures, and the use of newer media—such as internet and video content—as it is increasingly incorporated into the classroom.
Much of the contemporary literature in the field of international studies deals with the concept of authority. Scholars concerned with global policymaking often suggest that the increasing importance of transnational actors, such as subnational networks, nonprofit organizatons, and business associations, leads to a loss of authority at the expense of state-based forms of governance. This perspective is closely linked to the concept of global governance and challenges classical approaches to international politics and conventional concepts of authority in world politics. However, other scholars take a different view and contend that the development of transnational governance initiatives does not imply a one-sided shift of authority from national governments and international institutions to sub- and nonstate actors. While these authors recognize the emergence of novel forms of authority in global policymaking, they stress the persistent authority of nation-states and underline the centrality of established modes of interstate cooperation. In terms of a theoretical middle ground between these two perspectives, one can argue that we observe a reconfiguration of authority across various actors and levels of decision making. This development does not automatically question the prevailing position of national governments and their institutions. Instead, state power seems to be expressed and rearticulated in new ways within a changing global environment. This ongoing debate pertaining to the changing patterns of authority is key to our understanding of the role and function of state and sub- and nonstate actors as well as their interactions in contemporary global politics.
Behavioralism is a paradigm that became predominant in American social sciences from the 1950s until well into the 1970s. Although its reign did not last beyond the 1980s, it has transformed the fields of (American) political science and international relations (IR) so profoundly that it remains to this day an essential, albeit implicit, component of their identity. The article starts with the context in which behavioralism emerged, then engages the “Behavioral Revolution” in American political science and presents its main epistemic, ontological, and axiological tenets. It then moves more specifically to Behavioralism in IR, and to the terms of its “second debate.” The article concludes with an assessment of Behavioralism’s legacy.
Michel Foucault’s critical approach to understanding power has become very influential in the study of global politics, especially in the work of (critical) IR scholars. The Foucauldian kind of power conception has influenced some IR scholars who adopt key insights from post-structuralist theory to world politics thus producing an analytical orientation, in the sense that all reality is structured first by language with discourses then creating a coherent system of knowledge, objects, and subjects. Of particular importance is Foucault’s notion of biopower, biopolitics, and technology of power. Such toolbox allows (critical) IR scholars to recur and distinguish disciplinary power, governmentality, its types (liberalism, neoliberalism), and biopolitics itself. However, few IR studies differentiate between biopower and biopolitics; yet an extensive variety of international studies issues are analyzed. Additionally, applying Foucault’s notions to global politics has been roundly criticized. This article begins with an introduction followed by a discussion of biopower and biopolitics. It continues with a discussion of the debates in the IR literature on biopower and illustrations of works of IR scholarship that draw on biopower and governmentality for insight into global politics. The article then concludes with a discussion of directions for future research.
The British Committee on the Theory of International Politics and Central Figures in the English School
Considerations of the English School and of its central concept—international society—have all too often neglected the most logical starting point: the internal history of the British Committee. The British Committee on the Theory of International Politics was a group of scholars created in 1959 under the chairmanship of the Cambridge historian Herbert Butterfield that met periodically in Cambridge, Oxford, London, and Brighton to discuss the principal problems and a range of aspects of the theory and history of international relations. The British Committee stands out as a remarkable and unusual intellectual project. A product of its place and time and of a particular academic culture, it did not pretend to represent the full range of British thinking. Its membership intentionally omitted such major figures as E.H. Carr and C.A.W. Manning. Whatever direct influence it had on contemporary British scholarship in international relations can be attributed partly to bonds of friendship, across generations, and to the performances of individual members in the lecture hall. Though the Committee incubated a good deal of its members’ work, sometimes published posthumously, its collaborative output was never prolific. Only two collective works can be attributed to it: Diplomatic Investigations (1966) and The Expansion of International Society (1984). However, the Committee developed a thorough study of international society and the nature of world politics, which has had an important impact that continues in the present day.
Christopher M. Jones
Graham Allison’s Conceptual Models and the Cuban Missile Crisis (1969) and Essence of Decision: Explaining the Cuban Missile Crisis (1971) introduced two new decision-making approaches—the bureaucratic politics model and the organizational process model—to explain the October 1962 confrontation between the United States and the former Soviet Union. Despite being the subject of significant criticism for nearly four decades, the models are enduring elements of the foreign policy analysis lexicon. The bureaucratic politics model, however, has generated and continues to attract far more attention than the organizational process model across a wide range of academic disciplines. The bureaucratic politics model embraces the perspective that foreign policy decisions are the product of political resultants or bargaining between individual leaders in government positions. These resultants emerge from a foreign policy process, characteristic of a competitive game, where multiple players holding different policy preferences struggle, compete, and bargain over the substance and conduct of policy. The policy positions taken by the decision makers are determined largely by their organizational roles. On the other hand, the organizational process model maintains that foreign policy actions are generated by organizational output, namely the behavior of large bureaucracies with parochial priorities and perceptions following standard operating procedures. Thus, foreign policy is the product of organizational output, namely the behavior of multiple bureaucracies with distinct responsibilities and interests following standard operating procedures.
The global political economy is a multilevel system of economic activities and regulation in which the domestic level continues to predominate—in other words, it is a global system comprising national capitalist economies. Nations differ in terms of the regulations and institutions that govern economic activity, an observation that is embodied in the so-called “varieties of capitalism” (VoC) literature. Contemporary VoC approaches highlight the significance of social and political institutions in shaping national economies, in stark contrast to neoclassical economics which generally ignores institutions other than markets or sees them as hindrances to the functioning of free markets. Three analytical premises inform the diverse conceptual frameworks within the VoC literature: the firm-based approach, national business systems approach, and the governance or “social systems of production” approach. The VoC literature offers three important contributions to our understanding of the global political economy. The first is that different sources of competitive advantage for firms and nations are institutionally rooted and not easily changed. The second contribution is that these distinct national arrangements give rise to different interests/preferences in how the global economy is constructed and managed. Finally, the VoC approaches provide a framework for analyzing long-term institutional changes in capitalist systems and the persistence of diverse forms of capitalism, including the global financial crisis of 2008–2009 that may usher in yet another epochal change in the “battle of capitalisms.”
Jacqueline Anne Braveboy-Wagner
In the 1960s and 1970s, a wave of new states gained independence that altered not only the structure of the international system but also the substance of international relations (IR). These states once again drew the attention of the world to the problems of decolonization, neocolonialism, state legitimacy, development, nonalignment, equality and social justice, and nonintervention. These provided the context for global south foreign policy making and behavior, adding a north–south dimension to the prevailing East–West conflict. In the case of the Caribbean, it has become an arena of competition for influence both among superpowers and regional middle powers. A review of the literature on Caribbean foreign policy reveals that the bulk of Caribbean IR analyses assume a political economic perspective, and only some of them have direct foreign policy implications. Despite the rich scholarly work, there remain several gaps in Caribbean foreign policy research: theoretical work has been subordinated over the years to descriptive and policy-prescriptive scholarship; Caribbean scholars’ preference for international political economy continues to detract from a theoretical focus on foreign policy analysis; and there is lack of attention to gender as compared to class, race, and ethnicity in foreign policy analysis. On the other hand, promising research that reflects the importance of constructivism as an approach is being conducted into the role of civil society and nonstate actors, as well as identity and ideas, in IR and foreign policy.
Karen Ruth Adams
The scientific study of war is a pressing concern for international politics. Given the destructive nature of war, ordinary citizens and policy makers alike are eager to anticipate if not outright avoid outbreaks of violence. Understanding the causes of war can be a complex process. Scholars of international relations must first define war, and then establish a universe of actors or conflicts in which both war and peace are possible. Next, they must collect data on the incidence of war in the entire universe of cases over a particular period of time, a random sample of relevant cases, a number of representative cases, or a set of cases relevant to independent variables in the theories they are testing. Finally, scholars must use this data to construct quantitative and qualitative tests of hypotheses about why actors fight instead of resolving their differences in other ways and, in particular, why actors initiate wars by launching the first attack. Instead of taking the inductive approach of inventorying the causes of particular wars and then attempting to find general rules, it is necessary for scholars to approach the problem deductively, developing theories about the environment in which states operate, deriving hypotheses about the incidence of war and attack, and using quantitative and qualitative methods to test these hypotheses.