This article introduces the Special Issue on ‘Interpretivism and the English School of International Relations’. It distinguishes between what we term the interpretivist and structuralist wings of...

This article analyses the evolution of the English school’s approach to international relations from the work of the early British Committee in the late 1950s and early 1960s to its revival in the...

In recent years, policy?makers in England, Australia and other countries have called for measures to increase male recruitment to the teaching profession, particularly to the primary sector. This policy of targeted recruitment is predicated upon a number of unexamined assumptions about the benefits of matching teachers and pupils by gender. For example, it is held that the dearth of male ?role models? in schools continues to have an adverse effect on boys? academic motivation and engagement. Utilizing data from interviews with (...) more than 300 7? to 8?year?olds attending primary schools in the north?east and south?east of England, the paper sets out to scrutinize these claims. The findings revealed that the gender of teachers had little apparent effect on the academic motivation and engagement of either boys or girls. For the majority of the children, the gender of the teacher was largely immaterial. They valued teachers, whether men or women, who were consistent and even?handed and supportive of them as learners. (shrink)

This article responds to Charlotta Friedner Parrat’s critique of our argument that the English School of international relations should embrace a more thoroughgoing interpretivism. We address four of Friedner Parrat’s objections to our argument: that our distinction between structuralism and interpretivism is too stark; that our understanding of the relationship between agency and structure is problematic; that our approach would confine the English School to the study of intellectual history; and that the English School should eschew explanation. We argue that (...) if the School is to use structuralism, it must be clearer about how it understands structures and their relationships to agents. We argue too that interpretivism not only offers a better account of situated agency, but also that it provides the English School with one way to move beyond the description and classification of institutions in international society towards better explanations of international relations. (shrink)

In the late 1940s and early 1950s, the historian and internationalist Arnold J. Toynbee (1889?1975) conducted a highly public campaign against Western imperialism, arguing that the West needed to acknowledge and atone for its aggression if the world was to find peace. His efforts met with considerable resistance, damaging his reputation as a scholar and a political thinker. This article examines the origins of Toynbee's anti-imperialism in his philosophy of history, his public arguments of the postwar period, and the reaction (...) they provoked. (shrink)

Volume 29, Issue 2, March 2024, Page 229-230.

Reactionaries are ubiquitous, but the content of reactionary politics is notoriously difficult to define. Some scholars have sidestepped this challenge, preferring instead to focus on the personali...