Although there have been attempts to relate postcolonial theory to teacher education, those attempts have been somewhat limited. Analyses of the corpus of research on teacher education reveal a focus on defining how to become a teacher, how to judge whether what teachers are doing is effective, how to ensure that theories of learning guide what teachers do, and how to ensure that the teaching profession becomes more diverse and more like the population of children they teach. Although these areas are certainly important, what is striking are the losses they conceal and the absences that are revealed. Postcolonial theory has offered powerful commentaries on how most of the world has yet to engage with its colonial past and with endemic issues such as racism. Issues such as how the production of knowledge has been carefully restricted and defined to privilege Western ideologies, the creation of binaries that have systematically marginalized groups of people, the marriage of racist and colonial ideologies, and the creation of institutional structures such as schools that have imposed flawed knowledges on children have yet to be widely acknowledged in teacher education research.
Radhika Viruru and Julia C. Persky
Paul R. Hensel
Territorial issues have been prominent causes of armed conflict and war in the modern era. This observation has led to a rapidly growing body of academic literature on the sources, management, and consequences of such issues. Although territory has gotten most of the scholarly attention, this literature has its roots in research on contentious issues that began in the 1960s. Academic research on contentious issues began with studies on issue areas in foreign policy analysis, focusing on such questions as how the foreign policy process differs from more traditional domestic policy processes. This line of research struggled to find mainstream acceptance until scholars began adopting a more substantive conception of issues, focusing on the nature of the values at stake. General patterns of foreign policy conflict and cooperation have been found to differ substantially across different issues. Importantly, territorial issues are the most frequent and most dangerous issues in armed conflict and war, leading scholars to focus much of their issue-related research on the dynamics of territorial contention. Research on territory has stemmed from the main elements of issues theory that were developed earlier: issue salience, or the importance of the issue under contention; issue context, or recent interactions over the same issue; and institutional context, or the extent to which other actors and institutions are able to influence contention over this type of issue. Armed conflict is much more likely when the issue at stake is more salient, particularly when this salience involves intangible dimensions such as the presence of a state’s ethnic kin in the claimed territory. Greater issue salience also increases the likelihood of peaceful negotiations and nonbinding conflict management techniques like mediation. A recent history of armed conflict or failed negotiations over an issue increases the likelihood of armed conflict, bilateral negotiations, and nonbinding management. The normative and institutional context also appears to affect the likelihood of conflict and peaceful management over issues, although more remains to be done in this area. The issues literature is beginning to make important strides beyond this initial work on territorial claim management. Scholars are beginning to geocode data on international borders, raising important potential benefits for the study of territory and perhaps other issues. International legal arguments appear to affect the management of territorial claims in systematic ways, and ending territorial claims seems to produce substantial improvements in relations between the former adversaries. The same general patterns seem to hold for river and maritime issues, as well as territorial issues, and these other issue types have more promising institutional contexts. Future research could benefit from considering additional issue types (including a recent effort to collect data on identity claims), as well as studying domestic and interstate issues.
Christopher J. Fettweis
The study of international relations has always been multidisciplinary. Over the course of the last century, political scientists have borrowed concepts, methods, and logic from a wide range of fields—from history, psychology, economics, law, sociology, anthropology, and others—in their effort to understand why states act as they do. Few of those disciplines contributed more to the course of 20th-century international relations scholarship than geography. As the layout of the chessboard shapes the game, so do the features of the Earth provide the most basic influence upon states. That geography affects international relations is uncontroversial; what is not yet clear, however, is exactly how, under what conditions, and to what extent. After all, a board can teach only a limited amount about the nature of a game. Many theories of state behavior involve several ceteris-paribus assumptions about the setting for international interaction, even if the substantial variation in geographical endowments assures that all things will never be equal. Some states are blessed (or cursed) with a rich supply of natural resources, good ports, arable land, and temperate climate; others struggle with too little (or too much) rainfall, temperature extremes, mountain ranges or deserts, powerful neighbors, or lack of access to the sea. While the number of studies examining the effects of the constants of geography on state behavior may pale in comparison to those that focus on the variables of human interaction, international relations has not been silent about geography. What insights have come from the many investigations into the relationship between the game of international politics and the board it is played on, the surface of the Earth?
Karleen Pendleton Jiménez
The theorizing of gender, sexuality, and borders emerged from borderland theory as conceptualized by Chicana lesbian writer Gloria Anzaldúa. Enacted in this theory are racial, ethnic, sexual, and gender identities and relationships to land, and the U.S.–Mexico border in particular. Borderland theory embraces the immigrants, the exiles, the mixed-race, the queers, the nonnormative, the crossers of binaries, broadly defined. Borderland pedagogies build upon borderland theory, encouraging recognition of diverse experiences, critical and flexible thinking, creativity, and acceptance of one’s contradictions. Popular culture serves as an important tool for borderland pedagogies, both as a resource for classroom teaching and as a broad-reaching medium to promote public learning. Music, film, literature, and television provide rich sources for learning and unlearning. Gender and sexual diversity in borderland popular culture are the outliers of heteronormativity and challenge dualistic notions of sex and gender. The borderland provide the symbolic location of the restrictions and wounds caused by binary thinking, as well as the place to recuperate, to heal, to learn, and to transform.
Marc L. Hutchison and Daniel G. Starr
The territorial peace theory predicts that neighboring states with stable borders not only avoid conflict but that the removal of territorial threat facilitates the democratization process within those countries. The strongest and most controversial implication of this argument is that the observed peace between democracies (e.g., the democratic peace) is actually epiphenomenal or spurious to the removal of contentious territorial issues between contiguous states. Building on observations within the international conflict literature, the territorial peace theory argues that disagreements over borders and other territorial issues are considerably more likely to lead to conflict than other types of issues because of their salience to both government elites and the domestic public. During crises in involving external territorial threats, opposition parties and the public turn to the government for protection and rally in support allowing the state to further centralize the regime and develop large standing armies which, in turn, can be wielded to repress the citizenry and maintain the status quo. Thus, states sharing unstable borders and experiencing high levels of territorial threat tend to become or remain autocratic as they are constantly defending their borders, centralizing their power, and maintaining their state control by repressing their citizenry. Conversely, in states with settled stable borders, they not only experience less conflict but ameliorating the territorial threat subsequently reduces government incentive to maintain a high level of centralization, thereby facilitating democratization. Thus, it predicts that both democracy and peace should form around stable borders and observe regional and temporal clusters. Empirical support for the theory has been consistently strong across a wide range of studies and researchers increasingly apply its arguments to explain a wide variety of different political phenomena. Critics of the territorial peace cite some methodological and theoretical weaknesses. These critiques highlight difficulties replicating the results of early models of the territorial peace theory, point out empirical inconsistencies related to the effect of joint democracy on conflict onset, and cite several methodological and empirical issues. Defenders of the theory argue the theory has become more nuanced and more effectively operationalized over time and that these critiques may no longer be relevant. Finally, other critics charge that the use of large N statistics rather than comparative case studies detracts from the strength of the argument of the territorial peace. However, rather than framing the theories as competitors in opposition to one another, Andrew Owsiak contends that the disagreements between the democratic peace and territorial peace may be reconciled and demonstrates how the key factors from each theory compliment the other. His approach offers a promising pathway moving forward to further deepen our understanding of conflict onset, peace, and democratization.