International Organization

International Relations is Not an American Discipline (Well, Maybe It Is, A Little)

/ Guest Authors / 4 Comments

Helen TurtonA guest post on the state of the discipline by Helen Louise Turton. Helen is a University Teacher in International Relations and Security Studies at the University of Sheffield. She received her PhD from Exeter in 2013 for a dissertation on ‘The Sociology of a Diverse Discipline’, and next year Routledge will publish her International Relations and American Dominance: A Diverse Discipline. She also has work on marginality and hegemony in IR forthcoming in the Journal of International Relations and Development (with Lucas Freire) and is beginning a larger project on ‘Rereading European IR Theory’ (with Knud Erik Jørgensen and Felix Rösch). Helen is also the co-convenor of the BISA Working Group on IR as a Social Science. If you wish to join the working group please follow the link.

Gary Hilliard

It has been said on more than one occasion that International Relations is an American dominated discipline, or that the US IR community is hegemonic. In fact, one could even go so far as to say that the disciplinary image of IR being dominated by the US has become a disciplinary truism, with many academics reproducing this characterisation time and time again. The TRIP survey that has just been sent to academics in 33 different countries even poses the question “Please indicate the extent to which you agree or disagree with the statement: The discipline of international relations is an American dominated discipline” to ascertain the degree to which IR scholars around the globe feel dominated by the US. Furthermore, other empirical surveys of the discipline have sought to demonstrate the seeming continued disciplinary dominance of the American academy, pointing to the different ways in which the US is able to exercise its disciplinary hegemony.

In my new book International Relations and American Dominance I challenge the claim that IR is an American dominated discipline because the underlying question is itself deeply problematic. Asking whether IR is dominated by the US presupposes a yes or no answer. We are therefore presented with an either or option which overlooks the possibility that the discipline may be dominated by the US in some ways but not in others. This then leads us to unpack what it means to be dominant. When scholars claim that IR is an American dominated discipline we first need to assess how they understand disciplinary dynamics and relationships of dominance. Are dominance claims being made because it is perceived that American methods populate the discipline? Or do certain American theories dominate global IR? Perhaps the US is stated to be dominant because it is American IR scholars who are in positions of power? Maybe scholars have argued that IR is dominated by the US because there are more American IR scholars than those from other national IR communities? Or does the discipline subscribe to an American agenda and American understanding of what ‘international relations’ is?

The reality is that all these grounds have been used to state that the US IR community is hegemonic. Academics have implicitly drawn on different understandings of dominance and explicitly drawn attention to the different implications of US dominance, but often this is done without first clarifying what is meant or implied by American disciplinary dominance. Often scholars are speaking about one form of dominance on one page of a text, and then refer to a different understanding on another page. What this means is that the word dominance when in the context of claims stating ‘IR is an American dominated discipline’ or ‘IR is no longer an American enterprise’ is used in many different ways, taking on many different forms and measured in numerous modes despite the fact that it is presented as ‘one size fits all’ form of dominance. What this means is that although certain scholars may agree that the US is dominant they may be talking at cross-purposes about how and why America dominates. Whilst there may be agreement in one sense, there will be different answers to the crucial questions of how and why America allegedly became and remains disciplinarily dominant.

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Beneath The University, The (Digital) Commons

/ Pablo K / 4 Comments

UPDATE (8 September): In the comments, Lee Jones reminds me of the Directory of Open Access Journals, which gives some more info on existing outlets. Monbiot also tweeted details of a petition to make all publicly-funded research available for free within a year of publication, which you should sign (yes, I know it’s just a petition, but start somewhere OK?)

1. Any time someone puts a lock on something that belongs to you, and doesn’t give you a key, the lock is not there for your benefit;

2. It’s hard to monetise fame, but it’s impossible to monetise obscurity;

3. Information doesn’t want to be free. People do.

Despite the focus on the artist and her output, Cory Doctorow’s three propositions for understanding copyright against creativity also speak to the products of the university (and both videos are worth watching). In short, the addition of copyright ‘protection’ to your work acts to restrict it, doesn’t actually drive higher resources to artists, and can’t really work in practice, thus requiring extending circles of criminalisation and monitoring. Contemporary copyright is a way of creating an obstacle course, one where the people who put in the work of limiting access are also the ones who you pay down the line for the access. In short, “they have created a problem that they know how to solve, and it works for them”.

In July, Aaron Swartz was charged under US federal hacking laws for downloading more than a few academic articles via MIT. It was about 4.8 million papers, since you ask. Wired reports that the penalty for this may amount to 35 years in prison and a $1 million fine. Worse, there is some evidence that the prosecution is being driven by the state rather than JSTOR alone. He’s due in court this Thursday. After some germination, both George Monbiot and Ben Goldacre have entered the fray with astute and biting pieces on the profitable stupidity of these arrangements and their detrimental impact on the free exchange of knowledge, scientific progress, the public good, etcetera.

The problems of intellectual property and who gets to profit from it are general, but the scandal is in the specificity of different productive spheres. After all, an artist is not like a university lecturer.

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