Towards global relational theorizing: a dialogue between Sinophone and Anglophone scholarship on relationalism

Abstract

What is ‘relational theorizing’ in International Relations and what can it offer? This article introduces a thematic section that responds to these questions by showing two things. First, relational theorizing is not a doctrine or a method, but a set of analyses that begin with relations rather than the putative essences of constitutively autonomous actors. Second, relational theorizing has emerged from different geo-linguistic traditions, and a relational approach to International Relations (IR) can offer the language and space for increased and productive engagement beyond Anglophone scholarship. This thematic section takes a significant step in this direction by staging a dialogue between Sinophone and Anglophone scholarship on relational IR theorizing. Such an engagement shows points of comparison and contrast, convergence and divergence. In this way, the essays presented here contribute to developing a more ‘global’ IR.     

Evaluating a new computer-based system for face recall

The Computer-Aided Design Centre has developed a new face recall system which enables a witness to construct the image of a suspect on a television screen. The system currently uses the Photofit library and method of construction. Likenesses of target faces produced by subjects (n=36) using the new system were compared to conventional Photofits produced by a second group of subjects (n=36) of the same targets. There was no difference on any of the three measures employed in the assessed quality of the likenesses produced by Photofit and the CADC System. Both systems tended to produce more recognizable composites when construction was carried out in the presence of the target compared to its absence. Composites made from memory on the initial trial were marginally better with the CADC System than with Photofit. While both systems showed low absolute accuracy, they enjoyed a measure of success in transmitting a likeness of a facial type. It is concluded that while the CADC system shows promise, psychological constraints upon witnesses' powers of recall may place limits on the absolute accuracy achievable with any system of face reconstruction.These experiments were financed by grant No. POL/73 1675/24/3 from the Police Scientific Development Branch of the U.K. Home Office. Points of view expressed in this article are solely those of the authors and do not necessarily reflect the opinions or positions of the funding body. Our gratitude and thanks are due to Tony Kitson and Clive Holloway for their many hours spent developing and operating the CADC system; Jean Shepherd for her skills as a Photofit operator; the Computer-Aided Design Centre; and the MRC Applied Psychology Unit, Cambridge for facilities and subjects.     

Too Much of a Good Thing? How Breadth of Extracurricular Participation Relates to School-Related Affect and Academic Outcomes During Adolescence

Although adolescents often participate in multiple extracurricular activities, little research has examined how the breadth of activities in which an adolescent is involved relates to school-related affect and academic performance. Relying on a large, multi-ethnic sample (N = 864; 55.9% female), the current study investigated linear and non-linear relationships of 11th grade activity participation in four activity domains (academic/leadership groups, arts activities, clubs, and sports) to adolescents’ sense of belonging at school, academic engagement, and grade point average, contemporarily and in 12th grade. Results of multiple regression models revealed curvilinear relationships for sense of belonging at school in 11th and 12th grade, grade point average in 11th grade, and academic engagement in 12th grade. Adolescents who were moderately involved (i.e., in two domains) reported a greater sense of belonging at school in 11th and 12th grade, a higher grade point average in 11th grade, and greater academic engagement in 12th grade, relative to those who were more or less involved. Furthermore, adolescents’ sense of belonging at school in 11th grade mediated the relationship of domain participation in 11th grade to academic engagement in 12th grade. This study suggests that involvement in a moderate number of activity domains promotes positive school-related affect and greater academic performance. School policy implications and recommendations are discussed.     

The Role of Exposure to Self-Injury Among Peers in Predicting Later Self-Injury

While researchers are beginning to reach consensus around key psychological correlates of non-suicidal self-injury (NSSI), comparatively less work has been done investigating the role and influence of peers. Given evidence that engagement in this behavior may be susceptible to peer influence, especially during the early stages of its course, the current study prospectively explored whether knowing a friend who self-injures is associated with the onset, severity, and subsequent engagement in NSSI. The moderating roles of adverse life events, substance use and previous suicidal behavior in this relationship also were explored. Self-report data were collected from 1,973 school-based adolescents (aged 12–18 years; 72 % female) at two time points, 1 year apart. Knowing a friend who self-injured, negative life events, psychological distress and thoughts of NSSI differentiated those who self-injured from those who did not, and also predicted the onset of NSSI within the study period. Further, adverse life events and previous thoughts of NSSI moderated the relationship between exposure to NSSI in peers and engaging in NSSI at Time 2. However, the effect of having a friend who self-injures was not related to the severity of NSSI. Having a friend who self-injures appears to be a risk factor for self-injury among youth who are experiencing high levels of distress. Implications of these findings are discussed.     

Preparing to lead: Mayoral transition planning in Canadian cities

Transition teams are often used to help Prime Ministers and Premiers move into their new roles. At the municipal level, the use of transition teams is relatively new. As such, we know little about what these groups do in comparison to federal and provincial transition teams. In this article, we examine mayoral transition teams and find that the increased use of these groups is a reflection of the enhanced organizational complexity of Canadian local government. Additionally, local conditions and candidate experience often dictate the shape and function of transition teams. Overall, we argue that more resources should be devoted to the municipal transition process.     

Relating self and other in Chinese and Western thought

Abstract

Recent debates in international relations seek to decolonize the discipline by focusing on relationality between self and other. This article examines the possibilities for preserving a particular type of otherness: ‘radical otherness’ or ‘alterity’. Such otherness can provide a bulwark against domination and colonialism: there is always something truly other which cannot be assimilated. However, two problems arise. First, if otherness is truly inaccessible, how can self relate to it? Does otherness undermine relationality? Second, can we talk about otherness without making it the same? Is the very naming of otherness a new form of domination? This article draws out and explores the possibilities for radical otherness in sinophone and anglophone relational theorizing. It addresses the difficulties presented by the need for a sense of radical otherness, on the one hand, and the seeming impossibility of either detecting it or relating to it, on the other. By constructing a typology of four accounts of otherness, it finds that the identification and preservation of radical otherness poses significant problems for relationality. Radical otherness makes relationality between self and other impossible, but without radical otherness there is a danger of domination and assimilation. This is common to both sinophone and anglophone endeavours.