Independence Day as a Cosmopolitan Moment: Teaching International Relations

This essay expands upon a teaching approach that I used in my introductory international relations (IR) course for three semesters prior to September 11, 2001. The vast majority of the curriculum of the course is read through Independence Day , a 1996 blockbuster Hollywood film. Beginning with the film and the concept of world order it arguably provides through a fictional moment of world peace (or hegemony, depending how one interprets the leading role of the U.S. in the film and the significance of the Fourth of July holiday as the world's Independence Day, hence ID4 ) students are able to understand several key concepts in IR theory, as well as the major paradigms of IR thought that I present to them. ID4 presents the viewer with the IR field's two great mythological narratives, realism and idealism, and preserves the notion of the nation-state as the predominant actor and unit of analysis for understanding world history and key events in that history.     

Regional leadership—Japanese style: Japan through the crisis

The Japanese government faces many competing challenges as it seeks to balance its multilateral and bilateral relationships within and beyond the region: whilst addressing its rapidly changing contentious domestic politics, there is pressure for it to realign relations with the USA, manage the rise of China, strengthen links with its region and continue to deal with its lingering historical legacy. All of these demands are now set against the backdrop of a so-called ‘lost decade’ of economic woes and global economic recession. This article demonstrates how the Japanese government is apparently adopting a de facto multilevel foreign policy, attempting to engage in a range of bilateral and collective initiatives simultaneously and to assume a regional leadership role whilst having to manage difficult bilateral relations, notably with the USA and China.     

Evaluating the Effectiveness of Adopting Open Educational Resources in an Introductory American Government Course

In this article, we present findings from a grant-funded initiative to replace traditional, proprietary textbooks with an open content textbook under a Creative Commons license in the introductory American government course (POLS 1101) at Middle Georgia State University. We find that the use of an open content textbook led to somewhat negative effects on student learning outcomes and student course satisfaction, although the associated lower textbook cost increased textbook accessibility to students. We conclude with some suggestions to those adopting textbooks in this course and to the wider discipline regarding measures that may lead to more unequivocally positive outcomes than those experienced in this study.