Oliver Daddow International Relations Theory Pdf 13
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A second objective of this course is to provide a detailed and theoretically nuanced account of the field of international relations theory, drawing from two traditions: Critical Theory and International Relations Theory. The latter is a ‘theory-building’ tradition, particularly associated with the work of World Systems theory, Constructivism, and Neo-Marxism. It is primarily concerned with the question of how people make sense of the world in which they live and the state of the world which they live in. These questions are usually posed in relation to the particularity of human societies and the structure of international relations. Theories of International Relations Theory develop models of how International Relations operate; they are concerned with the structure of the international system and its evolution over time. Theories of International Relations Theory question the functional roles of international relations and how they are maintained.
It is important to note that although different theories of International Relations Theory are committed to explaining the nature of the international world, they do not purport to answer all questions about it. International relations are multi-functional, complex and multifaceted with different dimensions, actors and mechanisms at play which are often simultaneously interrelated. Indeed, it is not uncommon to find that different theories are committed to studying different aspects of the international in different ways. This course will provide an introduction to the main theories of International Relations Theory and how they have developed. It will then turn to cover mid-level debates on key theories. The main themes covered will be: the functions of International Relations; the nature of the political; the theory of institutions; and the theory of knowledge. Finally, it will explore the way in which the findings of International Relations Theory have shaped the world of international education.
The course will commence with some theoretical background about international relations, the state and how the international system operates. This will be followed by a series of longer readings on mid-level debates which will include theories of International Relations Theory, and critical theory as well as the application of International Relations Theory to international education. It will conclude with a discussion of the implications of International Relations Theory for the politics of international education and the broader politics of the state. To help students focus and consolidate their understanding of the material, there will be a number of short readings as well as a series of short videos and audio-visual productions to supplement and extend the course content. Attendance at all sessions is expected.
The nature of the grand narrative of education for development changed somewhat from 2000 to 2018. This was a result of the growth in actors and themes that existed within the discourse. The prevalence of the neoliberal narrative increased in the international relations literature. While the liberal narrative remained the dominant one, the growth of actors in this period, such as the World Bank, meant that a number of disparate systems of knowledge, institutions, and actors involved in international education were acknowledged. Each maintained a role in the narrative at some level, such as the OECD and the IMF. Yet, the growth in actors meant that the shape of the narrative changed, at least in part. This occurred because actors that had existed in the discourse (e.g., the OECD) were no longer the only way of representing the different viewpoints that existed. A new party of actors (e.g., the World Bank) found their place in the narrative. This was identified by evaluating the number of actors who openly espoused a certain theory in the text and the nature of their arguments (see Table 1). 827ec27edc