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  1.  16
    Agents versus structures in English School theory: Is co-constitution the answer?Cornelia Navari - 2020 - Journal of International Political Theory 16 (2):249-267.
    While generally accepted as an interpretive theory, Bull’s emblematic text demonstrates strong structural characteristics. Subsequent attributions move between the interpretive or ‘reflexive’ and t...
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  2.  6
    Guide to the English school in international studies.Cornelia Navari (ed.) - 2014 - Malden, MA: Wiley-Blackwell.
    Serves as an essential reference for students, researchers, and academics in international relations.
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  3. What the classical English school was trying to explain, and why its members were not interested in causal explanation.Cornelia Navari - 2009 - In Theorising International Society: English School Methods. Palgrave-Macmillan. pp. 39--57.
  4.  12
    Hans Morgenthau and the National Interest.Cornelia Navari - 2016 - Ethics and International Affairs 30 (1):47-54.
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  5.  7
    Internationalism and the state in the twentieth century.Cornelia Navari - 2000 - New York: Routledge.
    This book describes the major changes in state relations which have occurred this century and the sources from which they emerged. An invaluable introduction to the structures of modern international relations.
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  6.  5
    Introduction: Morgenthau in America.Cornelia Navari - 2016 - Ethics and International Affairs 30 (1):21-22.
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  7.  5
    Prefiguring the argument: Bain’s Anarchical Society.Cornelia Navari - 2023 - Journal of International Political Theory 19 (1):125-129.
    Some of the themes found in William Bain’s book, Political Theolog of International Order, were prefigured in his chapter on Hedley Bull’s The Anarchical Society. This article looks back to that earlier chapter and draws on some of the themes while providing a critical reading of them and Bain’s larger project.
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  8.  24
    Theorising international society: English school methods.Cornelia Navari (ed.) - 2009 - New York: Palgrave-Macmillan.
    This volume outlines the methods appropriate to an English School understanding of international relations and their assumptions about how knowledge of the social is gained. It makes clear what is involved in 'an English School approach' and what such an approach delivers in the contemporary understanding of international relations.
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