| Abstract: | This article critically examines the current relationship between constructivism and the English School. Scholars in each school have worked largely with stereotypes of the other, and this has greatly impeded productive dialogue and cross–fertilization. A more fruitful strategy is to treat both schools as bounded fields of debate, as rich and diverse realms of internally contested thought. Constructivism is characterized by three key axes of debate: between sociological institutionalists, Habermasian communicative action theorists, and Foucauldian genealogists; between unit–level, systemic, and holistic theorists; and between interpretivists and positivists. The English School is also divided between pluralists and solidarists, between those who identify the school with international society theory and those who see it as inherently multifaceted, and between those who emphasize interpretive or eclectic methodologies. Opening up each approach in this way enables us to identify new, more fruitful axes of dialogue between the two perspectives. |
