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.     

Reviews

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Alice H. Amsden, Jacek Kochanowicz & Lance Taylor, The Market Meets Its Match. Restructuring the Economics of Eastern Europe. Cambridge, MA: Harvard University Press, 1994, 250 pp.

Robert E. Ebel, Energy Choices in Russia. Washington, DC: Center for Strategic and International Studies, 1994, xii + 152 pp., $16.95.

Michael Waller, The End of the Communist Power Monopoly. Manchester: Manchester University Press, 1993, viii + 287 pp., £35.00 h/b., £9.99 p/b.

Minxin Pei, From Reform to Revolution: The Demise of Communism in China and the Soviet Union. Cambridge, MA: Harvard University Press, 1994, 253 pp., £29.95.

William G. Rosenberg & Lewis H. Siegelbaum (eds), Social Dimensions of Soviet Industrialisation. Bloomington and Indianapolis, IN: Indiana University Press, 1993, xix + 296 pp., £12.99 p/b.

Taras Kuzio & Andrew Wilson, Ukraine: Perestroika to Independence. Basingstoke: Macmil‐lan Press, 1994, xiv + 260 pp., £40.00.

Russell F. Farnen (ed.), Nationalism, Ethnicity, and Identity. Cross National and Comparative Perspectives. New Brunswick, NJ, and London: Transaction, 1994, xiv + 538 pp., £49.95.

Edwin Thomas Bacon, The Gulag at War: Stalin's Forced Labour System in the Light of Archives. Basingstoke: Macmillan, 1994, xii + 190 pp.

Robert S. Ross, China, the United States and the Soviet Union: Tripolarity and Policy Making in the Cold War. Armonk, NY: M. E. Sharpe, 1993, x + 204 pp., £42.00.     

An Examination of Reciprocal Associations Between Social Preference,Popularity, and Friendship during Early Adolescence

Getting along with peers becomes increasingly important to health and well-being during early adolescence (10–14 years). Young adolescents may succeed with peers when they are well-liked by and popular among the larger peer group (or at the group-level of social complexity). They might also fare well with peers when they are able to form numerous mutual and high quality friendships (at the dyadic-level of social complexity). Theory emphasizes the interrelatedness of different types of peer experiences, but few longitudinal studies have examined the interplay among and between group- and dyadic-level peer experiences in the same study. As a result, it is not known whether group-level peer experiences are predictors of dyadic-level peer experiences, and/or vice versa. To address this limitation, this study examined the prospective and reciprocal relations between four indices of peer experiences, preference (or being highly liked and not disliked by peers), popularity (or having a reputation as popular), friendship quantity (or having many mutual friends), and friendship or relationship quality, during early adolescence. Participants were 271 adolescents (49% girls; M_age?=?11.52 years) who completed peer nominations of preference and popularity, a self-report measure of friendship quality, and nominated friends at two waves (Wave 1: November, Grade 6; Wave 2: October, Grade 7). Structural equation modeling indicated that friendship quantity predicted increases in preference and popularity and that friendship quality predicted increases in friendship quantity. Initial popularity was associated with decreases in preference. The importance of these findings for future research is discussed along with study limitations.