Global Studies

2020 ◽  
Author(s):  
Amentahru Wahlrab
Keyword(s):  
International Relations ◽  
Fundamental Aspect ◽  
International Studies ◽  
Global Studies ◽  
The Third ◽  
Central Focus ◽  
Enhanced Mobility ◽  
Introductory Textbooks ◽  
The Many ◽  
Essentially Contested Concept

A review of introductory international relations, international studies, and global studies textbooks reveals that each field defines itself differently: one in terms of its central focus on the diplomatic and strategic relations of states, the second more broadly by including transnational transactions of all kinds, and the third focusing on globalization as both an object of analysis and a lens through which to view nearly all phenomena. However, in reading past the definitional chapters there are clear overlaps—most notably with regard to each introductory textbook’s treatment of globalization. Close examination of recently published introductory textbooks and those well into multiple editions reveals that globalization is treated as a fundamental aspect of each of the three fields. While both International Relations (IR) and International Studies (IS) scholars have contributed significantly to further broadening of both IR and IS in order to become increasingly “global,” other scholars have moved to create a new field of study called Global Studies (GS). This new field of GS developed in the 1990s as scholars from multiple disciplines began to study the many dimensions of globalization. While globalization remains an essentially contested concept, most scholars accept as uncontroversial that it refers to the many strings that connect the world such that pulling on one string in one place will make a change somewhere else. Globalization’s central dynamics include interconnectivity, reconfiguration of space and time, and enhanced mobility. GS is the only field that places the contested concept of globalization at the center of its intellectual initiative.

Orientalism is not my opinion: Decolonial teaching and the problem of credibility in IR courses with a MENA focus

Politics ◽  
2021 ◽  
pp. 026339572110090
Author(s):  
Marina Díaz Sanz ◽  
Lucía Ferreiro Prado
Keyword(s):  
International Relations ◽  
Cognitive Dissonance ◽  
North Africa ◽  
International Studies ◽  
Mena Region ◽  
Teacher Credibility ◽  
Teaching Pedagogy ◽  
The Many ◽  
The Arab Spring ◽  
The Impact

Teaching about the Middle East and North Africa (MENA) region in politics or international studies courses in ‘the West’ is challenging due to the many stereotypes that inform students’ imagination. A common pedagogical purpose is to help students recognise their biases and work through them. This often renders the classroom a controversial place and the teacher suspect of lack of objectivity. The specialised literature points at ‘cognitive dissonance’ as an intervening factor. On occasions, cognitive dissonance leads to harm on teachers’ credibility. This article evaluates the question of credibility in two activities developed in International Relations (IR) undergraduate courses with a MENA focus, where students had to identify the impact of ‘Orientalism’ in the film Argo and in analyses of the ‘Arab Spring’. The article argues that to fully grasp episodes of cognitive dissonance and attending problems of teacher credibility, the disciplinary context in which learners are socialised into needs to be considered – in this case, IR. The article advocates the articulation of a student-centred decolonial teaching pedagogy that renders subjectivity an object of learning and, at the same time, prepares students to understand the potentialities and weaknesses of different IR paradigms.

scholarly journals Methodological Nationalism in Global Studies and Beyond

2019 ◽  
Vol 8 (12) ◽  
pp. 327 ◽  
Author(s):  
Agnes Katalin Koos ◽  
Kenneth Keulman
Keyword(s):  
International Relations ◽  
Ethical Issues ◽  
International Studies ◽  
Global Studies ◽  
Area Studies ◽  
Empirical Inquiry ◽  
Methodological Nationalism ◽  
Diverse Field

Global studies, or the study of globalization, is a diverse field of research, with different disciplinary focuses and with some national versions. Russian Alexander Chumakov constructed it as a philosophical discipline, while in U.S. academia it is considered an empirical inquiry at the intersection of area studies, international studies, and international relations. This paper focuses on American global studies, pointing out the heavy epistemological burden it inherited from the field of knowledge dominated by international relations, which enshrines both methodological and political nationalism. International relations makes claims to be the sole theory originator in this field, but it may be criticized for several methodological and ethical issues (such as unwarranted simplifications that purge empirical contents to the point of unfalsifiability, antiquated epistemic ideals, Western and hegemonic biases, besides methodological nationalism), thus alternate theorizations are highly desirable.

Global Studies Versus International Studies

2018 ◽  
pp. 198-210
Author(s):  
Sara Curran
Keyword(s):  
Social Sciences ◽  
International Relations ◽  
World Order ◽  
International Studies ◽  
Global Studies ◽  
Systems Perspective ◽  
The Us ◽  
Us Government ◽  
Critical Social Science ◽  
International Systems

The intellectual antecedents of international studies scholarship and the efforts to enclose it within academia bounded the research enterprise closely to a predominantly US-centric, international relations, and international systems perspective on world order. Investments by the US government and leading foundations led to the strengthening of interdisciplinary area studies and international studies curricular programs. These investments coincided with a concomitant turn in the humanities and social sciences toward critical social science and postmodern inquiries. Thus, international studies curricular programs became more expansive and less closely tied to a narrow agenda that had previously and primarily been curated by political scientists. By the early 2000s, this disjuncture between international studies scholarship and pedagogy found a voice that continues to be heard in ongoing debates that define a widely delineated space for global studies to closely align its own scholarship and pedagogy, providing a foundation for a vibrant field of transdisciplinary scholarship.

Peaceful Change after the World Wars

2021 ◽  
Author(s):  
Peter Marcus Kristensen
Keyword(s):  
International Relations ◽  
International Law ◽  
Nuclear Weapons ◽  
Great Powers ◽  
Institutional Changes ◽  
International Studies ◽  
Fourth Section ◽  
The Third ◽  
The World ◽  
Colonial Legacies

This chapter traces the travelogue—and marginalization in particular—of peaceful change in International Relations (IR) after the world wars. It argues that its marginalization is explained not (only) by its intellectual merits but also by political, institutional, and material changes that were unfavorable to the peaceful change agenda. The first section outlines how the changing geopolitical context, bipolarity and nuclear weapons, meant that the overarching concern of great powers was to stabilize and consolidate, not change, the order. The second section argues that the conflation of peaceful change with an appeasement policy and the 1938 Munich Agreement contributed to political and intellectual stigma in the postwar era. The third section argues that decolonization changed the articulation of the problem: where interwar articulations were primarily concerned with peaceful change through colonial redistribution, in effect to maintain European peace and supremacy, some postwar articulations used it in the anticolonial struggle to argue for revision of the imperial and colonial legacies of international law. The fourth section turns toward institutional changes, pointing to the demise of the interdisciplinary International Studies Conference (ISC) along with the postwar disciplinarization of IR within political science, which excluded much of the international law discourse that had earlier informed peaceful change. The fifth section argues that intellectual developments, notably the postwar stigma on interwar IR as “idealist,” contributed to the marginalization of some versions of peaceful change, while realist and neorealist versions survived. The final two sections trace two such ostensibly “idealist” lineages: peaceful change in international law and in (neo)functionalist IR.

Traditions of foreign countries studies in modern russian economic expertise

2015 ◽  
pp. 116-128 ◽  
Author(s):  
A. Kuznetsov
Keyword(s):  
Economic Policy ◽  
International Relations ◽  
World Economy ◽  
International Studies ◽  
Economic Relations ◽  
Scientific Schools ◽  
Foreign Countries ◽  
Modern Application ◽  
Academy Of Sciences ◽  
World Development

The article deals with Russian traditions of studies of foreign countries which have become an intellectual pillar for Russian economic expertise. The modern application of experience of Soviet scientific schools in international studies is shown, especially in the fields of world development forecasts, analysis of Russian foreign economic relations and research of economic policy abroad. The article is based on open sources with publications, reports and presentations about expert and analytical activities of the Institute of World Economy and International Relations (IMEMO) and other institutes of the Russian Academy of Sciences, VNIKI-Institute, MGIMO-University and some other centers. It is explained that results of international studies have become a necessary element for consulting of governmental bodies and businessmen in the epoch of globalization.

Past

2018 ◽  
Author(s):  
Barbara Kellerman
Keyword(s):  
Twentieth Century ◽  
Business Schools ◽  
First Century ◽  
Recent Past ◽  
Lao Tzu ◽  
Leadership And Management ◽  
The Third ◽  
The Enlightenment ◽  
Agents Of Change ◽  
The Many

The chapter focuses on how leadership was taught in the distant and recent past. The first section is on five of the greatest leadership teachers ever—Lao-tzu, Confucius, Plato, Plutarch, and Machiavelli—who shared a deep belief in the idea that leadership could be taught and left legacies that included timeless and transcendent literary masterworks. The second section explores how leadership went from being conceived of as a practice reserved only for a select few to one that could be exercised by the many. The ideas of the Enlightenment changed our conception of leadership. Since then, the leadership literature has urged people without power and authority, that is, followers, to understand that they too could be agents of change. The third section turns to leadership and management in business. It was precisely the twentieth-century failure of business schools to make management a profession that gave rise to the twenty-first-century leadership industry.

scholarly journals AB0474 THE USE OF NONSTEROIDAL ANTI-INFLAMMATORY DRUGS (NSAIDS) IN WOMEN WITH ANKYLOSING SPONDYLITIS (AS) DURING PREGNANCY

2021 ◽  
Vol 80 (Suppl 1) ◽  
pp. 1264.2-1265
Author(s):  
O. Krichevskaya ◽  
T. Dubinina ◽  
E. Ilinykh ◽  
S. Glukhova ◽  
A. Demina
Keyword(s):  
New York ◽  
Back Pain ◽  
Nsaid Therapy ◽  
International Studies ◽  
Average Daily Dose ◽  
Time Data ◽  
The Third ◽  
Increased Risk ◽  
Daily Dose ◽  
Adherence To Therapy

Background:NSAIDs remain the first-line drugs in treatment of AS. During pregnancy, COX-2 non-selective NSAIDs are allowed for intake up to 32 weeks, but the question of the dose-dependent effect of NSAIDs on fetal organogenesis in the 1st trimester and on fetal kidney function and the increased risk of bleeding in childbirth when taken in the second half of pregnancy continues to be discussed. At the same time, data on the effectiveness of NSAIDs, including their low and medium doses, during pregnancy are extremely small.Objectives:to describe the frequency of using NSAIDs during pregnancy, to determine relationship between the dose of NSAIDs, adherence to therapy with the activity of AS.Methods:50 pregnancies were followed in 49 pregnant women with confirmed AS (modified New York criteria, 1984). The average age of the pts was 31.6 ± 4.9 years, the duration of the disease was 134.4 ± 85.8 months. The visits were conducted at 10-11, 20-21, and 31-32 weeks of pregnancy. The BASDAI in the month of conception and in the trimesters (trim.) of pregnancy was: 1,4[0,6; 3,3]; 2,3[1,2; 4,4]; 2,8[1,4; 4,2] and 2,2[1,6; 4,0], respectively. The level of nocturnal back pain according to the NRS in the first, second and third trim. was: 3.2±2.0; 5.4±2.5 and 5.2±2.6, respectively. The drug of choice was ibuprofen at a maximum daily dose of 1200 mg, its withdrawal - no later than 32 weeks of pregnancy.Adherence to NSAID therapy was defined as the ratio of the actual dose taken to the prescribed dose; an indicator of less than 80% was regarded as non-adherence to therapy. The total dose of NSAIDs was determined by the NSAID intake index (M. Dougados, 2001). The” actual daily dose” of ibuprofen was the sum of the doses of ibuprofen taken, divided by the number of actual days of taking the drug. The “average daily dose” was defined as the sum of the ibuprofen doses taken, divided by the number of days in the trimester.Results:At the time of conception and in the first, second and third trim. of pregnancy, NSAIDs were taken 23 (46%), 20 (40%), 30 (60%) and 21 (43.8%) women, respectively. The NSAID intake index, the actual and average daily dose of ibuprofen are shown in the Table 1.month of conceptiontrim. 1trim. 2trim. 3the actual daily dose, mg-700[425; 800]800[400; 1000]750[400; 1200]the average daily dose, mg-158[87,9; 307,7]355,1[138,5; 685,7]580[320; 1200]NSAIDs intake index28,6 [16,7; 50]5,8 [2,9; 11,8]15,5 [4,7; 30,9]24,4 [9,5; 50]The index of NSAID intake in the first trim. was lower than before pregnancy and in the second half of gestation (p<0.05 compared to the month of conception, II and III trim.). The average daily dose of ibuprofen was also lower in the first trim. than in the second and third trim. (p<0.05), while the actual daily dose in the second trim. was higher than in the first and third trim. (p<0.05 in all cases).There was no correlation between BASDAI AS activity, the level of nocturnal pain and the ibuprofen intake index, likewise the fact of NSAID withdrawal throughout pregnancy. In addition, there were no differences in BASDAI levels and back pain in women with a subjective need for NSAIDs, who did and did’t take ibuprofen.50% of women were committed to NSAID therapy in the first trim., 43.5% in the second trim., and 67.4% in the third trim. In pts with non-adherence to NSAID therapy, the BASDAI level was higher than in those who followed the recommendations of the rheumatologist throughout pregnancy: in the first trim. – 3.8[3.4; 4.7] and 1.7[0.8; 2.2]; in the second trim. - 3[2.3; 4.6] and 1.4[0.8; 2.7]; in the third trim. - 3.1[2.1; 4.0] and 1.7[1.1; 4.0], p<0.05 in all cases. However, women with adherence > 80% were initially less active and NSAIDs were prescribed “on demand”, which increased their compliance.Conclusion:intake of ibuprofen in low doses does not affect the activity of AS. Due to the ongoing discussion about the effect of NSAIDs on neonatal outcomes, further international studies are required for development an optimal treatment regimen during pregnancy with a possible extension of the indications for the appointment of TNF inhibitors (BASDAI<4).Disclosure of Interests:None declared.

scholarly journals Historical materialism and international studies: theorising the politics of struggle in the everyday world

2021 ◽  
pp. 004711782199161
Author(s):  
Cemal Burak Tansel
Keyword(s):  
International Relations ◽  
International Political Economy ◽  
Historical Materialism ◽  
Global Capitalism ◽  
International Studies ◽  
Historical Materialist ◽  
The Everyday ◽  
Everyday World ◽  
Global War ◽  
Materialist Feminist

This forum brings together critical engagements with Andreas Bieler and Adam David Morton’s Global Capitalism, Global War, Global Crisis to assess the prospects and limits of historical materialism in International Studies. The authors’ call for a ‘necessarily historical materialist moment’ in International Studies is interrogated by scholars working with historical materialist, feminist and decolonial frameworks in and beyond International Relations (IR)/International Political Economy (IPE). This introductory essay situates the book in relation to the wider concerns of historical materialist IR/IPE and outlines how the contributors assess the viability of Bieler and Morton’s historical materialist project.

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