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.     

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.     

Are the Core and Periphery Irreconcilable? The Curious World of Publishing in Contemporary International Relations

While divisive inter- and intraparadigm debates over theories and methodology abound in thhe discourse of International Relations, issues surrounding geographically based divides between developed and developing world International Relations scholars have received considerably less attention. Trends of globalization and internationalization in the past decade have strengthened the argument that such divides must be bridged. This article first investigates whether there have been changes in the level of dialogue between core and periphery IR scholars throughout the 1990s by looking at publishing practices in twenty leading IR journals worldwide over seven years. It suggests explanations for the continuing lack of communication based on interviews with IR scholars from the developing world.     

Sociology and international relations: legacies and prospects

While sociological concepts have often been implicitly used in International Relations (IR), recent years have seen a more explicit engagement between IR and Sociology. As with any such interdisciplinary assignation, there are both possibilities and challenges contained within this move: possibilities in terms of reducing IR's intellectual autism and opening the discipline towards potentially fertile terrain that was never, actually, that distant; challenges in that interdisciplinary raiding parties can often serve as pseudonyms for cannibalism, shallowness and dilettantism. This forum reviews the sociological turn in IR and interrogates it from a novel vantage point—how sociologists themselves approach IR concepts, debates and issues. Three sociological approaches—classical social theory, historical sociology and Foucauldian analysis—are critically deployed to illuminate IR concerns. In this way, the forum offers the possibility of (re)establishing exchanges between the two disciplines premised on a firmer grasp of social theory itself. The result is a potentially more fruitful sociological turn, one with significant benefits for IR as a whole.     

Mind the (Theoretical) Gap: On the Poverty of International Relations Theorising of Uneven and Combined Development

The uneven and combined development (U&CD) approach in International Relations (IR) claims to offer a solution to the question of “the international” with a single, coherent theory capable of uniting both sociological and geopolitical factors in the explanation of social change. The approach thus claims to provide what IR theorists have long been searching for: a social theory of the international. While acknowledging the importance of this research programme to the field of IR scholarship, this article argues that the U&CD approach takes for granted what needs to be theorised, failing to provide the theoretical solution to the “domestic analogy” problem it so powerfully identifies.     

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.     

International Relations in Portugal: The State of the Field and Beyond

This paper appraises the evolution of International Relations (IR) as an academic discipline in Portugal before engaging in an examination of the present state of the field. It is concerned with historical issues, associated with the discipline's journey towards its standing as a social science in its own right in Portuguese intellectual life. It considers institutional developments including those recently generated by the implementation of the Bologna framework for IR courses taught at national academic institutions. The Appendix offers an introduction to Portuguese IR publications.     

What Is Your Research Program? Some Feminist Answers to International Relations Methodological Questions

Methodological issues have constituted some of the deepest sources of misunderstanding between International Relations (IR) feminists and IR theorists working in social scientific frameworks. IR theorists have called upon feminists to frame their research questions in terms of testable hypotheses. Feminists have responded that their research questions cannot be answered using social science explanatory frameworks. Deep epistemological divisions about the construction and purpose of knowledge make bridging these methodological divides difficult. These epistemological standards lead feminists to very different methodological perspectives. Asking different questions from those typically asked in IR, many IR feminists have drawn on ethnographic, narrative, cross-cultural, and other methods that are rarely taught to students of IR, to answer them. Drawing on a range of interdisciplinary scholarship on feminist methodologies and some recent IR feminist case studies, this article analyzes and assesses how these methodological orientations are useful for understanding the gendering of international politics, the state and its security-seeking practices and its effects on the lives of women and men.     

Relationality and rationality in Confucian and Western traditions of thought

Abstract

This paper provides a theoretical sketch of relationality within the field of International Relations (IR). It argues, contrary to what many IR scholars hold, that representation is practice: academic representation reflects the background of a community of practice and highlights what is embodied therein. Therefore, different cultural communities have different practices and draw from different background knowledge. Rationality, which serves as the dominant foundation for background knowledge within many Western communities of practice, permeates mainstream IR theory. Relationality performs a similar role in traditionally Confucian communities of practice, where relations enjoy a distinct ontological status over individual rationality. A relational theory assumes (1) that self-existence coincides with other-existence and coexistence, and (2) that self-interest coincides with other-interest. Based on these assumptions, it argues that relations select, meaning that in a social situation actors base their action on relations in the first place and that rationality is and can only be defined in terms of relations. The article uses the Association of Southeast Asian Nations (ASEAN) as an example to elaborate its theoretical point.     

With Great Power Comes Great Responsibility: On Foucault’s Notions of Power,Subjectivity, Freedom and Their (Mis)Understanding in IR

This article demonstrates how Foucault’s notion(s) of power can be misappropriated to International Relations (IR) thought. After considering Foucault’s early and late work, the article reveals the complexity of his thought, describing how he developed his notion(s) of power and their effects on subjectivity and freedom. Although a number of IR scholars have revealed the challenges of appropriating Foucaultian thought to IR, their approaches highlight the effects rather than the causes of such (mis)appropriation. By unveiling the causes, this article informs IR scholars on how to avoid this (mis)appropriation and points their attention to the interplay among power, subjectivity and freedom, which is often neglected. Therefore, critical value is added to the Foucaultian IR debate by analysing how Foucault perceived freedom, its association with power and the effects on the subject’s agency.     

Singing Our World into Existence: International Relations Theory and September 11

This paper focuses on the relationship between International Relations theory and ethics. It poses the question of the complicity of the discipline in the events of September 11, 2001. The paper begins with a discussion of Weber's notion of science as a vocation, and links this to the commitment in the discipline to a value-free conception of social science, one that sharply separates facts from values. The paper then examines the role of ten core assumptions in International Relations theory in helping to construct a discipline that has a culturally and historically very specific notion of violence, one resting on distinctions between economics and politics, between the outside and the inside of states, and between the public and the private realms. Using the United Nations Human Development report, the paper summarizes a number of forms of violence in world politics, and questions why the discipline of International Relations only focuses on a small subset of these. The paper then refers to the art of Magritte, and specifically Velazquez's painting Las Meninas, to argue for a notion of representation relevant to the social world that stresses negotiation, perspective, and understanding rather than notions of an underlying Archimedean foundation to truth claims. In concluding, the paper asserts that the discipline helped to sing into existence the world of September 11 by reflecting the interests of the dominant in what were presented as being neutral, and universal theories.     

Teaching international relations in Vietnam: chances and challenges

This paper traces the evolution of the teaching of internationalrelations (IR) in Vietnam, from the establishment of the firstInstitute of International Relations in 1959 to the proliferationof departments of IR or international studies from the 1990s.It notes the limitations facing teachers of IR and efforts todevelop and standardize the curriculum in recent years. It alsoexamines the way national history is portrayed in the teachingof Vietnam's foreign policy and regional relations in SoutheastAsia, with increasing attention paid to the Association of SoutheastAsian Nations from the 1990s. Received for publication August 28, 2008. Accepted for publication October 2, 2008.     

Do Role-Playing Simulations Generate Measurable and Meaningful Outcomes? A Simulation's Effect on Exam Scores and Teaching Evaluations

Role-playing simulations are frequently claimed to be effective pedagogical tools in the teaching of international relations (IR); however, there is a surprising lack of empirical evidence on their classroom utility. The assessment of simulations remains mostly anecdotal, and some recent research has found little to no statistically significant improvements in quantitative measures of academic performance among students who participated in them [for example, International Studies Perspectives (2006), vol. 7, pp. 395; International Studies Perspectives (2008), vol. 9, pp. 75–89]. Scant research has been conducted on how role-playing simulations might affect students' perceptions of the instructor's teaching. This paper investigates whether a simulation had statistically significant effect on students' exam scores in an IR course or on student teaching evaluation scores.     

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.     

Methodological nationalism and the domestic analogy: classical resources for their critique

The critique of methodological nationalism arose in the 1970s in sociology, but it only gained salience with the rise of globalization theory in the late 1990s. This article argues that in International Relations the discussion of the so-called ‘domestic analogy’ is closely connected to the one on methodological nationalism as they equally point to the substantive problem of understanding the nation state's position in modernity. The first section of this article revisits the three waves of the debate on methodological nationalism in sociology. The second part connects this with the discussion in IR on the domestic analogy. The last section brings the two disciplinary strands together by suggesting that social theory's claim to universalism is a fundamental resource to theorize current global processes beyond methodological nationalism and the domestic analogy. But for us to do so, we still have to unpack social theory's ambivalent relationship with the natural law tradition.     

Global power shifts and world order: the contestation of ‘western’ discursive hegemony

Given growing awareness for ‘global power shifts’ and the ‘Western’-centrism of International Relations (IR), this article re-conceptualizes the phenomena subsumed under these two labels. By understanding ‘global power shifts’ and ‘world order’ as discursive phenomena, the article argues that discourses by fixing particular meanings and identities constitute the objects and subjects of which they speak. The discourses on ‘Global power shifts’ and ‘Post-Western IR’ are an expression of a hegemonic struggle over meanings and identities, resulting from the dislocation of existing meaning-systems and identities and enabling ‘new’ agents to assert particular representations of the world as universal. Drawing on the notion of discursive hegemony, developed by Ernesto Laclau and Chantal Mouffe, the article develops an analytical framework for conceptualizing the evolution and implications of this shift in representational power in the field of IR.     

International Politics： A Desirable Paradigm

This article first traces the origin of four concepts International Politics (IP), International Relations (IR), World Politics (WP) and Global Politics (GP) and discusses the similarities among these four paradigms. It then analyses their application both at home and abroad. Finally, it argues for the desirability of selecting the concept of IP in academic training, thus facilitating practical application of concepts. It asserts that this will not only enhance academic discussion about IP among different Chinese schools of thought, but also help blazing new ideas.     

Editors’ introduction: critical terrorism studies: practice,limits and experience

The articles in this special issue are drawn from papers presented at a conference titled Critical Terrorism Studies: Practice, Limits and Experience. The conference was organised by the Critical Studies on Terrorism Working Group of the British International Studies Association (BISA). The event was supported by both a BISA workshop grant and by Loughborough University’s Centre for the Study of International Governance (CSIG) and was held at Loughborough University from 9–10 September 2013. The conference aimed to explore what we know about terrorism and counterterrorism and importantly to ask how we know it. Reflecting the recent “materialist”, “everyday”, “experiential” and “narrative” turns in the fields of International Relations (IR), Geography and Cultural Theory, the event brought together scholars and practitioners to reflect on practices of research and knowledge production in Critical Terrorism Studies and related fields. The articles in this special issue reflect those aims.     

Marking a Weberian Moment: Our Discipline Looks Ahead

That the discipline of International Relations is again in disarray was the prevailing theme of a seminar titled Visions of International Relations , held at the University of South Carolina in autumn 1998. This essay is at once a reflection on the discussions that took place at the seminar and a representation of views that I offered as a participant. It comments on the epistemological issues in contention in the "third great debate" in International Relations, and it raises questions about the place and legitimacy of humanistic approaches to the study of relations among states and peoples. By my reckoning, International Relations is a full-fledged, full-blown, autonomous, legitimate and accomplished academic discipline, and ought not to be thought of as a subfield of political science or of any other of the socialsciences.