Experiencing Globalization: Active Teaching and Learning in International Political Economy

This article explores the teaching and learning challenges for the discipline of international studies (IS) that arise from the contemporary social, economic, and political changes usually labeled "globalization." The focus is upon the challenge posed to IS by a transformation in the nature of the relationship of teachers and students to the subject matter that they study: that is, teachers and students increasingly experience and contribute to globalization in the course of their daily lives as they simultaneously teach and learn about it. Significantly for the study of globalization in IS, pedagogical debates surrounding active teaching and learning highlight the potential for strategies that actively engage students' interests and everyday experiences with the subject itself. On this basis, the article outlines some potential routes into the active teaching and learning of globalization in the field of international political economy, illustrating these with examples from classroom activities and exercises.     

Simulating the Creation of a New International Human Rights Treaty: Active Learning in the International Studies Classroom

This article details a simulation of formulating a new international human rights treaty designed for an introductory international studies course. Student understanding and interest in a range of international relations topics—including diplomacy, two –level games, international law, human rights, and group decision making—are reinforced by actively engaging the students in policy formulation and state –to –state negotiations. The article is structured around the four key components of active learning approaches—educational objectives, design parameters, procedures, and assessment and debriefing—in order to provide a full understanding of the goals, set –up, process, and advantages of the simulation. The simulation has been successfully run multiple times at both a large state university and a small liberal arts institution. Supportive student feedback and an interesting variety of outcomes indicate that this simulation is a positive addition to the course and reinforces the use of active learning approaches in the international studies classroom.     

Feedback loops in a world of complexity: a cybernetic approach at the interface of foreign policy analysis and international relations theory

Feedback in foreign policy occurs when a state's foreign policy affects the international context of that state and those changes in context subsequently impact on the state's future foreign policy decisions. In this way, feedback loops can develop, which may become self-reinforcing and in which foreign policy and international context continuously affect each other. Even though such processes are ubiquitous especially in a globalized world, they have hitherto received little systematic attention. We introduce cybernetics as a perspective that puts such feedback effects at the centre of attention and provides an accessible sequential framework for analysing them. Such a cybernetic analysis not only demonstrates the significance of feedback processes in foreign policies but also speaks to several recent debates in international relations theory and foreign policy analysis. In particular, it highlights processes of learning and change, of non-linearity and indeterminacy, and enables the researcher to integrate insights from structure- and agency-based approaches. We outline the merits of a cybernetic analysis by discussing the effects of feedback in the United States' War on Terror.     

The Rise and Fall of the 'Ethical Dimension': Presentation and Practice in New Labour's Foreign Policy

This article explores why the New Labour government in Britain stopped using the former Foreign Secretary Robin Cook's notion of an 'ethical dimension' to present its foreign policy to the public. The article begins by tracing the rise of the 'ethical dimension' in New Labour's foreign policy pronouncements. It then surveys some of the debates about the party's foreign policy record, investigating how far its explicit appeal to ethics merely overlies traditional British foreign policy practices. The final section discusses three possible explanations for New Labour's decision to abandon the language of an 'ethical dimension'. It is argued that this decision suggests two important lessons for the future relationship of ethics to foreign policy. While explicit ethical standards provide important benchmarks for activists and public intellectuals, they can also serve to highlight the failures of an administration at the expense of more positive developments. Consequently, jettisoning the language of an 'ethical dimension' may actually encourage a more sophisticated public debate that moves beyond the facile and misleading belief that foreign policies are either 'ethical' or 'unethical'.     

Interwar Internationalism, the British Labour Party, and the Historiography of International Relations

This article questions two interrelated myths pertaining to the interwar internationalism of the British Labour Party and the theories of so-called idealists in the academic discipline of International Relations (IR). In IR, interwar "idealists" are (in)famous for a detached and utopian approach to international politics. Conventional historiographical verdicts on the international policy of the Labour Party in the interwar period suggest that the party was the practical mirror of this naïve international outlook. In fact, the two themes are connected, most notably through Labour's Advisory Committee on International Questions . This article brings the study of Labour's internationalism and the international theories of purported idealists together by focusing on debates on the League of Nations and the use of force. The analysis reveals that conventional historiographical narratives are inadequate and too simplistic for grasping the diversity of Labour's internationalism and interwar progressivist ideas about international politics in general.     

Bringing Practitioner Experience into the Classroom: The United Nations Intensive Summer Study Program

Diplomatic practitioners and policy makers represent an important, although frequently neglected, resource for teaching about international relations. The insights and stories provided by practitioners regarding key processes and events are often able to inspire our students to engage complex material and to play a much more active role in their own learning. While it is possible to argue that any type of practitioner contact is beneficial in terms of going beyond the material covered in textbooks, there are definite challenges associated with how to most effectively integrate these experiences with overall student learning. What type of format is most conducive to providing students with an insider's view? What type of preparation is required before contact with practitioners? How can student learning be evaluated in terms of assignments and debriefing activities? And finally, are traditional student feedback mechanisms appropriate for a course that involves a substantial practitioner component? This article investigates each of these challenges in the course of discussing one mechanism for bringing practitioner experience into the classroom, the United Nations Intensive Summer Study Program.     

Negotiating Russian Federalism: A Simulation for Comparative Politics

While the use of simulations in the international relations classroom has proliferated over the past decade, this pedagogical tool has been largely neglected in the comparative politics classroom. Simulations in comparative politics can be a useful component in teaching students about the diversity within foreign countries and the dynamic of domestic policymaking. We describe here an informative and easy-to-run simulation on Russian federalism which can be integrated into courses on Russian politics or easily adapted for use in other courses, especially those focusing on countries in which center-regional relations are an important dimension. The simulation is based on the Russian Federation Council, the upper house of the Russian Federal Assembly, and is a great way to illustrate through experiential learning the quid pro quo of Russian federalism. We provide detailed information on English-language sources that both instructors and students can use during the simulation, along with an Appendix and a Website that provides everything instructors need to run the simulation in their own classes.     

Issue definition and two-level negotiations: An application to the American foreign policy process

This article builds on the two-level games and international negotiation literatures and shows how the use of an issue typology can shed light on the nature of the interactions between domestic political forces and international negotiations. This is done by presenting four foreign policy process models illustrating that the decision-making process varies depending on the type of issue that is involved in a particular situation. The varying structure and nature of the process affects the range of the domestic level win-set and hinders or aids the achievement of international agreement depending on which model is in play. Although the focus in this article is on the American foreign policy process, the argument is generic to the broader theoretical development of the two-level games approach because similar, but country-specific, decision-making models can be developed for use in the study of non-American foreign policy. Such generalizations build on recent work focusing on the impact of state structure on the foreign policy process and its outcomes.     

Engaging International Data in the Classroom: Using the ICB Interactive Data Library to Teach Conflict and Crisis Analysis

The challenges of teaching quantitative research methods in international relations are well documented. The key to igniting interest and engaging students lies in creating a participatory learning environment in the classroom. This article discusses these challenges and describes a new piece of software that may be helpful in that regard. The ICB Interactive Data Library , or the ICB Library for short, enhances access to the information available in the ICB data by organizing it into an interactive software package (Brecher, Hewitt, and Wilkenfeld, 2000). The ICB Library is an especially valuable teaching tool because it allows students to easily access the resources from a major data collection project which, in turn, exposes them to the challenges and opportunities offered by quantitative research in international relations. After describing the ICB Library , this article will discuss how it can be used in the classroom via problem-based learning techniques.     

Issue definition and two‐level negotiations: An application to the American foreign policy process

This article builds on the two‐level games and international negotiation literatures and shows how the use of an issue typology can shed light on the nature of the interactions between domestic political forces and international negotiations. This is done by presenting four foreign policy process models illustrating that the decision‐making process varies depending on the type of issue that is involved in a particular situation. The varying structure and nature of the process affects the range of the domestic level win‐set and hinders or aids the achievement of international agreement depending on which model is in play. Although the focus in this article is on the American foreign policy process, the argument is generic to the broader theoretical development of the two‐level games approach because similar, but country‐specific, decision‐making models can be developed for use in the study of non‐American foreign policy. Such generalizations build on recent work focusing on the impact of state structure on the foreign policy process and its outcomes.     

Unpacking the ‘Coalition of the Willing’: A Comparative Analysis of Norms in British and Polish Press Debates on the Iraq Invasion

Abstract

The study focuses on collective norms concerning the use of force to inform the analysis of national and European security and defence policy. In particular, it aims to shed some light on the question of why members of the US-led ‘coalition of the willing’ in Iraq subsequently supported further steps towards an autonomous and effective European Security and Defence Policy. We analyse collective defence norms in Britain and Poland by means of a qualitative analysis of press debates before, during and after the invasion of Iraq in 2003. Our findings indicate that the salience and vigour of the debates varied strongly and so did the areas of normative contention. In the British press, debates centred on normative conflicts surrounding the relationship with the US, international authorisation, and the legitimacy of regime change as a goal for the use of force. In Poland, debates were far less intense and centred on the need to show solidarity with a trusted ally in need. We conclude that strategic norms, in particular revolving around the attachment to the US as a security partner, have become less of a problem for the evolution of ESDP but for different reasons in each case.     

"Who Are You Wearing?" Using the Red Carpet Question Pedagogically

This paper presents an active learning module design and implementation strategy for use in an undergraduate course on globalization, world politics, international political economy, or international relations. Students are first asked to conduct research on their wardrobe and its origins by country, allowing for classroom discussion of research methods and designs. Results are submitted, along with a short response essay. This is evaluated in conjunction with a case-study short reading and shared discussion, followed by a short video/multimedia presentation on free trade and labor issues. Drawing on literature on active learning, I argue that this presents a more cohesive approach for engaging students in the material on a substantive level, while at the same time allowing them to actively appreciate and understand such diverse concepts as commodity chains, free trade zones, fair trade versus free trade, gendered divisions of labor, consumer responsibility, research methodologies, and macroeconomic shifts in employment across nations. This also serves as a rubric for instructors to use in creating their own topical "modules." Preliminary data and classroom results are discussed, as are additional strategies for lesson development.     

NATO--Upholding Ethics in International Security Policy

From a vantagepoint of the September 11 attacks on New York and Washington, this commentary assesses the role of NATO in the field of ethics in foreign policy. Jamie Shea interprets the decision to invoke the 'collective defence' Article 5 of the Washington Treaty as a continuation of the acceptance of a shared destiny which is at the heart of ethics in international security policy. The focal point of this argument is the need to develop the capacity to quickly deploy civilian capabilities, such as police, to conflict hot spots. Military success for crisis management missions depends critically on civilian success--and civilian success depends on effective law enforcement. Ultimately, ethics in international affairs does not end with fine principles and stern moral judgements, but rather with credible organisations and capabilities to ensure that democratic values are upheld. NATO is and will remain indispensable to this effort.     

Reviving the Rhetoric of Realism: Politics and Responsibility in Grand Strategy

In both disciplinary history and contemporary methodology, realism is conventionally cast as the antithesis of rhetoric. Born in reaction against the empty liberal rhetoric of interwar liberalism and espousing a robust materialism and rigorous rationalism, realism often seems the obstacle that rhetoric's focus on language, narrative, and social construction must inevitably confront and the challenge around which debates must again inevitably revolve. This article challenges this vision of the relationship between rhetoric and realism. Returning to the birth of international relations in the immediate post-war era, we demonstrate that early realists perceived rhetoric as central to action in domestic as well as international politics and that it was particularly important in the United States. This realist rhetoric is marked by an engagement with grand politics, with the relationship between rhetoric, political identity, social mobilization, political leadership, and foreign policy. Rather than taking either the American state or its national interest for granted, post-war realists sought to counter the dangers of the dominant historical rhetorics of American foreign policy and to develop an alternative rhetoric that could insulate American democracy from destructive tensions and provide the basis for robust and responsible action in world affairs. Recovering the relationship between realism and rhetoric is important not only in challenging disciplinary and methodological orthodoxies that obstruct creative theorizing, but also for its incisive contributions to thinking about American foreign policy amidst the profound changes and challenges it confronts today.     

Teaching Mediation as Reflective Practice

This article contributes to a growing body of research about how to effectively teach mediation by considering how best to use role-plays in the mediation classroom to encourage reflective practice with a particular emphasis on the role of the teacher as a facilitator of reflective learning. The author suggests that the process of teaching mediation as reflective practice starts with teaching as reflective practice and emphasizes the importance of teachers' critical self-reflection. The article provides some examples of how teachers can encourage students to engage in reflective learning and develop their skills as reflective practitioners for their continued professional development.     

Teaching Foreign Policy with Memoirs

Excerpts from the memoirs of high foreign policy officials, if carefully selected and structured, can be a valuable resource in the teaching of diplomatic history, American foreign policy, and international relations. Two decades of teaching a memoirs-only course to mid-career military officers and foreign affairs professionals in a seminar discussion format reveals many of their advantages. Memoirs are interesting reading that rarely fail to engage a reader's attention; they impart detailed knowledge of historical events; they provide a rich understanding of process and the neglected area of policy implementation; like case studies, they let students build vicarious experience in policymaking and execution; and they often provide what Alexander George called "policy-relevant generalizations." While lack of objectivity can be a serious drawback of first-person accounts, it provides its own lessons on the nature of history and can be offset by using multiple accounts of the same events and by combining memoirs with documents and historical works, or countering analytical studies. Although picking the most interesting and worthwhile excerpts, getting them in students' hands, and accommodating their length within the boundaries of a standard college course are additional challenges, professors who take them on should find that memoirs add a new level of excitement and realism to their courses.     

Comic Relief: Using Political Cartoons in the Classroom

Political cartoons are an excellent classroom tool to build students' critical thinking skills, to generate lively classroom discussions, and to get students excited about politics. Cartoons should be treated as serious commentary on political affairs. Interpreting a cartoon requires that the viewer be familiar with current issues and debates, savvy about the cultural context, and capable of analytical judgments. This technique capitalizes on the visual learning style of many students and interjects an added interactive dimension to classroom discussions. This article discusses some of the challenges of using cartoons in the classroom, including where to locate them. The text is accompanied by several representative cartoons.     

The Berlin Republic,Iraq, and the Use of Force

This article holds that German security policy and attitudes towards the use of force remain framed by the distinct strategic culture that emerged during West Germany’s rearmament and international rehabilitation in the 1950’s. This strategic culture, characterised by strong anti-military sentiment and a commitment to multilateral diplomacy and international law, determined Germany’s position over Iraq and its ongoing opposition to the US-led invasion of the country. However, the strength and highly vociferous nature of Germany’s opposition to US policy also indicated that German strategic culture is itself evolving, as both elites and society reconsider aspects of German national history and the role of collective memory. Much of this new discourse relates to the notion of the ‘Berlin Republic’, which in foreign and security policy terms is synonymous with the emergence of greater self confidence, the introduction of more ‘national’ vocabulary into foregin policy statements and a less reflexive attitude to transatlantic security.     

Drug Trafficking, the International System, and Decision-Making Constraints: A Policy-Making Simulation

The classroom simulation laid out in this article can help international relations educators to identify compelling linkages between the abstract global theories and concepts typically analyzed in an introductory international relations or international political economy course and what most students have experienced as a 'local,' even deeply personal issue—illicit drugs. By role-playing an international drug cartel intent upon advancing the global production, trafficking, and consumption of illicit drugs, students will see the world as it increasingly appears to non-state actors—as effectively borderless. By assuming the role of consultants to the U.S. drug czar, students experience for themselves the often vexing decisional constraints that hamper the ability of governments to respond effectively to transsovereign challenges. By offering a primer on constructing and running this simulation, the article contributes to a growing literature within the discipline that advocates and supports moving away from traditional lecture methods of teaching toward approaches that advance discussion-based, interactive, and participatory learning.