The "We" Problem in Teaching International Studies

This article addresses the problems that emerge when students in international studies courses approach the subject matter from the perspective of the first person plural. Whether in terms of "we,""us," or "our," many college students choose to adopt a personal perspective in discussions of international affairs. While it is natural for students to base their analysis of international studies on their personal observations and experiences, this inclination to adopt a collective first person approach detracts from the scholarly neutrality toward which students of global studies should aspire. Furthermore, a first person plural approach to course subject matter creates the false impression among students that they are all in agreement over contentious issues of global interactions and the theories employed to study them. The article concludes with suggestions for remedying the "we" problem, and offers advice for instructors who have encountered it in their own classroom.     

A Survey of International Studies Programs at Liberal Arts Colleges and Universities in the Midwest: Characteristics and Correlates

International studies majors have become increasingly popular at liberal arts colleges and universities in the Midwest. What are the features of various international studies programs, particularly regarding the degree of "structure" in the major? What factors appear to be related to whether a liberal arts college or university offers an international studies major in the first place? What explains the variations that exist that characterize international studies majors? This paper empirically investigates these questions by surveying sixty-six liberal arts and sciences colleges and universities in Illinois, Iowa, and Missouri. We find that although international studies majors are somewhat prevalent in the "heartland," there is considerable variation in how they are structured. Further, the results suggest that whether or not an institution has an international studies program is largely a function of whether an institution has a graduate program in a field that allows for a concentration in international affairs. We conclude with some observations that might promote future discussion on development of international studies majors.     

Ethics and Foreign Policy: Structured Debates for the International Studies Classroom

Debates about humanitarian intervention, foreign and defense policy priorities, and the ethics of the use of force have become highly politicized in the post-Cold War era. This article explores the value of structured classroom debates on ethical dimensions of international relations as active teaching and learning tools for introductory and advanced international studies courses. Specifically, this article presents design information for structured debates on the ethics of the use of military force, humanitarian interventions, and U.S. foreign policy toward international institutions such as the International Criminal Court (ICC). Building on the literature on active teaching and learning, the article describes the development of these exercises and assesses their effectiveness through ten years of classroom application.     

Introduction: Survey and Experimental Research in International Political Economy

Studies in international political economy (IPE) that use survey-response data sets and survey (or field) experiments have grown dramatically in recent years. New developments in survey and experimental methodology have arguably influenced IPE scholars not only to think more deeply about the microfoundations of the preferences, attitudes, and political behavior of key IPE actors but also to use survey or experimental methods to test causal claims and predictions. Yet the reasons for the rapid growth in survey and experimental methods in IPE are more multifaceted. We therefore seek to answer the following three pertinent questions in the introduction. First, what are the main substantive puzzles and issue-areas that IPE scholars analyze via survey and experimental methods in their research? Second, what are the main methodological advantages and drawbacks from using survey and experimental methods in IPE? Third, what are the key substantive theoretical and empirical insights that scholars have learned from recent research in IPE that employs either survey or experimental methods (or both)? In addition to answering these questions here, we also provide a summary of each article included in the special issue. The introduction concludes with a road map for future studies on survey and experimental research in IPE.     

Survey Research in International Political Economy: Motivations,Designs, Methods

The use of surveys and survey experiments by international political economy scholars is increasing, adding to the ability to study a broad array of topics. In doing so, many scholars in international political economy draw on—and are contributing to—insights and arguments from American politics and comparative politics (Milner 1998), substantive fields with a history of using surveys and survey experiments. In this article, I review motivations for using surveys and survey experiments, the research designs, and analysis strategies in light of this issue’s contributions. I contrast these motivations and their accompanying designs and discuss the pros and cons of ways to approach the data generated by these research designs. The goal of this commentary is to situate surveys and survey experiments—especially those within the special issue—within a larger discussion about research motivations, design, and analysis techniques.     

IR Teaching Reloaded: Using Films and Simulations in the Teaching of International Relations

This article reflects some experiences in teaching International Relations (IR) by using films to supplement the use of simulations and role play scenarios. The authors have used simulations and role play scenarios in order to teach complex issues and theories, and to engage the interest of students. By using films to supplement the use of simulations in classrooms, it is suggested that students become more active in their own learning. A number of ways in which simulations and role play can be used in teaching are established here alongside an array of films that can be shown to students to complement such teaching approaches. The use of films to teach IR theory is also listed. It is concluded that the use of simulations, role play, and films in teaching IR can aid student learning especially in terms of IR theory.     

Open Doors and Closed Ceilings: Gender-Based Patterns and Attitudes in the International Studies Association

In 1995, the Gender Research Committee of the International Studies Association conducted a survey of the membership concerning the impact of gender on members' lives. In 2006, the Women's Caucus for International Studies sponsored a follow-up survey utilizing similar questions. A comparison of the findings of the two studies shows increased representation of women within international studies, persistent frustration with the slow pace of progress in women's access to senior positions and in accommodating family issues, some evidence of a chilly climate for women and a leaky pipeline, and significant differences between men's and women's perceptions of the status of women in the profession. The 2006 survey reveals a marked increase in concerns regarding the tension between women's family responsibilities and the academic environment, identification of structural discrimination, and concerns that men have been disadvantaged by affirmative action for women.     

国际关系研究的话语权之争 ——兼论中国国际关系研究的学术自觉

二战以后,美国一直掌握着国际关系研究的话语霸权,塑造了国际关系研究的基本范式并从学理层面论证其霸权合法性。冷战结束以后,出于理论发展的需要与国际政治现实的挑战,国际关系研究逐渐呈现出多元化态势,欧洲国际关系研究在研究取向、研究方法、研究议题、理论流派等方面与美国展开了积极的话语权竞争,成就了“欧洲视角”,在一定程度上消解了美国的话语霸权。近年来,随着国际政治格局的调整与地缘政治重心的东移,国际关系研究的亚洲意识也逐渐觉醒,中国国际关系研究的自主性建设已初见成效,学术自觉与学术自信有所提升。但中国国际关系研究在话语权建设上存在诸多不足,应进一步强化学科内涵建设,推动理论创新;寻找西方学术话语体系的突破口,挖掘新的研究支点;拓展话语平台,为外交话语体系提供学术支撑。只有制定正确的话语权战略并付诸实施,才能从根本上提升中国国际关系研究的竞争力。     

Transcending the Classroom: A Practical Guide to Remote Role Plays in Teaching International Negotiation

This article discusses the pedagogical value of using remote role plays in cross‐cultural negotiations between two classes taught simultaneously at different and geographically distant institutions. We argue that remote role‐play simulations provide valuable teaching and learning experiences, and are particularly helpful for managing issues associated with outside‐group negotiation and cultural differences, the prenegotiation stage, electronic negotiations and distorted communication, and one‐shot settings in which the negotiator lacks previous knowledge of the partner. The article begins with a discussion of some critical limitations of “traditional” in‐class role plays, followed by a practical guide to remote role plays and a report of our experiences with them. Finally, we discuss the advantages and disadvantages of remote role plays as a teaching tool for international negotiation classes and the key lessons for the participating students.     

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.     

The Public Relevance of International Security Research in an Era of Globalism

International relations specialists have frequently questioned whether their academic research and teaching has any impact on the real world. The record of success is generally believed to be a spotty one. While there is no denying that academics have informed aspects of policymaking, the concern remains that the great bulk of international studies research is too abstract, specialized, or linguistically incestuous to reach the light of day in policy circles. We argue that the relationship between the pursuit of peace and security and the study of it is more complex than is captured by the classic policy–research divide. The argument rests on two observations: First, to assess the public impact of peace and security studies, one must focus on how practices within a variety of institutional contexts, not just state policies, are transformed. Second, it is not scholarship per se that has a measurable public impact, but the interplay of research, practical innovation, and advocacy. We derive these observations from a review of the work of Social Science Research Council–MacArthur Program fellows over the fifteen-year life of that program.     

Symposium on Replication in International Studies Research

The following symposium tackles an important debate in the field of international studies research and in social science research more broadly. Originating as presentations at the 2002 International Studies Association meetings in New Orleans, the following set of papers examines issues concerning the potential replication of research results from a number of different conceptual and technical perspectives. It also spans an array of journals and journal editors in our field that confront issues of replication on a regular basis. The interactions generated by this symposium have already led to the agreement, detailed at the end of the symposium among the four leading internations relations journals to adopt a single common replication policy. The editors of these journals challenge others to follow their lead. The Editors of ISP hope that this symposium begins a larger discussion on these issues and invites commentary from interested scholars. Lastly, I want to thank Nils Petter Gleditsch for soliciting, organizing, and coordinating the contributions to this symposium. Without his work, this project would not have come to fruition as quickly or in as insightful a fashion. Three anonymous reviewers also provided detailed comments on the entire set of articles in this symposium. We are indebted to the care and effort they gave to the project. Mark A. Boyer For the Editors of ISP     

互联网国际规则建构:话语策略的公共安全视角

对当今世界各主要经济体而言,互联网安全已成为一个利益攸关的重要议题,但该领域国际共识和国际规则严重缺失,这与持续加剧的互联网安全威胁之间产生了尖锐的矛盾。在中国,互联网治理日益成为关乎国家安全的政策焦点,同时也是参与全球治理不可或缺的组成部分;建构互联网国际规则的话语能力直接影响着中国对外传播话语体系的建立和制度性话语权的提升,但目前中国对该领域话语策略的学术与政策研究仍严重缺失。当前,对互联网国际规则之制度理念的应然性研究仍显不足,关于中国在该领域对外传播话语策略的探讨更是近乎空白。互联网国际规则的缺失本质上源于互联网信息自由带来的收益与政府信息管控对此种收益的限制之间存在难以调和的矛盾。由于日益严峻的互联网安全形势正逐渐打破互联网信息自由与政府信息管控之间原有的平衡,加之全球化趋势将世界各国的命运更加紧密地联系在一起,该领域国际规则的建构开始具备现实的可能性。鉴于传播话语在规则建构的过程中占据着举足轻重的地位,以公共安全为切入点赢得国际共识、提升中国在互联网全球治理中的话语能力和制度性话语权就成为中国政策制定机构和宣传机构在通过对外传播推进互联网国际规则建构时应采取的话语策略。     

Cutting to Gender: Teaching Gender in International Relations

Female genital mutilation (cutting or surgery) (FGM) is an issue that epitomizes the changing nature of incorporating gender in teaching International Relations. Put simply, by increasing our attention to issues of concerns to women, like FGM, in International Relations classrooms and texts we begin to recognize the importance of these to the study of International Relations (IR). Yet without paying attention to how these issues reflect on the nature and directions of International Relations, we run the risk of sensationalizing or trivializing complicated issues like FGM and limiting our understanding of the interplay between gender, race, class, ability, and International Relations. This article explores several different approaches used to incorporate gender in International Relations teaching, including some analysis of texts, including: "see no evil, hear no evil and teach no evil,""add women and stir," multiple paradigms, and creating gendered IR. It suggests that until we use an integrative and transformative approach to gender in our teaching, we will continue to marginalize gender concerns. In the final section, the article discusses the challenges of resources and cultural narrowness and challenges to pedagogy when incorporating gender in International Relations teaching.     

Peace at a Price: Strategic Studies of Current International Security and War Issues

This year marks the 70th anniversary of the end of the World War II and the victory of the Anti-Fascist War. The WWII is an unprecedented disaster for humanity and, however, it can never be guaranteed that world wars will not break out again in the future. Just as wars can be classified as cold wars and hot wars, peace can also be defined as cold peace and real peace. Cold Peace, as an unstable state in the international relations, may bring misleading perception of peace, where peace is taken for granted, and potential crises may lead to international conflicts/ wars. This is clearly reflected in concerns of western scholars as exemplified by what is called Kissinger’s Worry and Haass’s Question. This paper approaches the question from a strategic and historical perspective and draws the following three conclusions: 1) historically, it takes a long time for people to realize the negative impacts of wars; 2) currently, we are in a dangerous stage of cold peace in terms of international security; 3) the Sino-US and Sino-Japanese relations will be crucial to the major power relations that affect China’s the national security in the future. China should find ways to deal with the two major relations and play its role in maintaining the world peace.     

New Changes in the International Situation and China's Strategic Choices

The international situation is evolving more impressively than it has at any time since the end of the Cold War.Globalization has been in decline.Nations are scrambling to gain greater influence.The international strategic pattern is being adjusted.Many countries have problems with public management,and are faced with a new array of social trends and increasingly popular movements.The world is entering a new era full of chaos and anxiety.Mankind once again faces significant trade-offs and choices in peace and conflict,development and recession,openness and isolation,liberalism and conservatism.China strives to advocate win-win cooperation and lead the trend of reform and opening to maintain a favorable external environment despite world chaos,and enhance status and institutional rights in the international system.China's 30 years of development was successful in the process of integrating into the existing international system;China is a participant as well as a builder of the international system,rather than a challenger or a subversive.In the future,with a constructive attitude,China will promote the international system in a more reasonable direction together with international partners,in order to better safeguard world peace and security,and promote sustainable development throughout the world.     

海洋话语与国际秩序转变

国际关系的演进表明,海洋话语转变是国际秩序转变的重要风向标。文章对海洋话语进行了概念分析,并将其细分成海洋硬话语与海洋软话语,明确其包涵因素和互动关系。战争、谈判、国际会议、条约及协定等是国家争取战略主导权、在国际权力格局中占据优势的重要手段,可作为海洋话语与国际秩序之间的互动机理。海洋话语与国际秩序转变主要经历了欧洲主导时期和美国主导时期,且美国主导时期延续至今。在“百年未有之大变局”时代,海洋世界多极化趋势显著,海陆联动明显,“泛海洋时代”到来;海洋话语的话语主体、结构设计、海缘范畴及议题领域等均在经历多维嬗变,国际海洋新秩序建构的可能性和必要性在不断提升。中国需把握好角色定位与策略选择,优化中国海洋战略,树立新海洋安全观,踏实构建海洋话语,在国际海洋新秩序的构建中发挥积极引领作用。