Discover the intricate tapestry of international politics and governance with this book. The book delves into the diverse nature of globally significant actors and systems across multiple regions. From Africa to Asia, Europe to the Middle East, this collection of thought-provoking case studies explores the role of regional actors in the international system. Combining theoretical innovation with empirical analysis, this volume expands the boundaries of International Relations (IR) and Area Studies (AS), showcasing their interconnections throughout history and in contemporary contexts. Through illuminating case studies drawn from the fields of "Comparative Regionalism" and "Non-Western IR Theory," the book sheds light on pressing international events. Unpacking complex questions, the contributors examine the application of IR scholarship to global events and provide fresh insights into political dynamics, conflicts, and state instability across various regions. By offering a comparative perspective on threats, political contestation, and security policies, this book challenges existing perspectives and enriches the debate. With its methodological and epistemological explorations, this book is an indispensable resource for scholars and students of international relations and security studies, as well as researchers focusing on specific world areas. Embark on a captivating journey through the multifaceted landscape of global affairs.

In the post-World War II era, the emergence of 'area studies' marked a signal development in the social sciences. As the social sciences evolved methodologically, however, many dismissed area studies as favoring narrow description over general theory. Still, area studies continues to plays a key, if unacknowledged, role in bringing new data, new theories, and valuable policy-relevant insights to social sciences. In Comparative Area Studies, three leading figures in the field have gathered an international group of scholars in a volume that promises to be a landmark in a resurgent field. The book upholds two basic convictions: that intensive regional research remains indispensable to the social sciences and that this research needs to employ comparative referents from other regions to demonstrate its broader relevance. Comparative Area Studies (CAS) combines the context-specific insights from traditional area studies and the logic of cross- and inter-regional empirical research. This first book devoted to CAS explores methodological rationales and illustrative applications to demonstrate how area-based expertise can be fruitfully integrated with cutting-edge comparative analytical frameworks.

This edited volume offers arguably the first systemic and critical assessment of the debates about and contestations to the construction of a putative Chinese School of IR as sociological realities in the context of China’s rapid rise to a global power status. Contributors to this volume scrutinize a particular approach to worlding beyond the West as a conscious effort to produce alternative knowledge in an increasingly globalized discipline of IR. Collectively, they grapple with the pitfalls and implications of such intellectual creativity drawing upon local traditions and concerns, knowledge claims, and indigenous sources for the global production of knowledge of IR. They also consider critically how such assertions of Chinese voices and articulation of their ambition for theoretical innovation from the disciplinary margins contribute to the emergence of a Global IR as a truly inclusive discipline that recognizes its multiple and diverse foundations. Reflecting the varied perspectives of both the active participants in the Chinese School of IR debates within China and the observers and critics outside China, this work will be of great interest to students and scholars of IR theory, Non-Western IR and Chinese Studies.

"The volume edited by Mark Tessler addresses a set of critical issues confronting all social scientists whose field of inquiry is extra-American.... Tessler and his contributors succeed admirably in their goal." --American Historical Review How should scholars construct knowledge about politics, economics, and international relations in major world regions? According to the contributors to this lively volume, the conflicting approaches of regional specialists and discipline-oriented social scientists must be combined to provide a firm foundation for studying the contemporary politics of the Middle East. Contributors are Lisa Anderson, Anne Banda, Laurie A. Brand, Laura Zittrain Eisenberg, John P. Entelis, Clement M. Henry, Magda Kandil, Baghat Korany, Jodi Nachtwey, Augustus Richard Norton, and Mark Tessler.

Area Studies became increasingly common after World War II as a means of responding to perceived 'external threats' from the Soviet Union and China. After the Cold War and in the face of increasingly rapid globalisation, it seemed inevitable that Area Studies – institutionally and intellectually – would slowly degenerate. But this has not been the case, and there has recently been a resurgence of interest in it as an effective and positive research paradigm. Responding to this renewed interest, this book brings together an esteemed group of contributors at the cutting edge of the field to consider the state of Area Studies today and its prospects for the future. The Rebirth of Area Studies demonstrates that numerous aspects of the research paradigm in fact recommend it as well-suited for the present moment and the challenges posed by globalisation, both as a means to overcome disciplinary limitations and to increase self-reflexivity. Area Studies research is grounded in place-specific knowledge, yet by definition it transcends nation as the basic unit of analysis and thus empowers comparative and trans-national approaches. This book outlines a new, critical Area Studies for the 21st century – self-reflexive, aware of its limitations and conscious of its origins in geopolitical, strategic or ideological considerations – and is essential reading for historians, geographers and political scientists.

This collection identifies the challenges facing area studies as an organized intellectual project in this era of globalization, focusing in particular on conceptual issues and implications for pedagogical practice in Asia and the Pacific. The crisis in area studies is widely acknowledged; various prescriptions for solutions have been forthcoming, but few have also pursued practical applications of critical ideas for both teachers and students. Remaking Area Studies not only makes the case for more culturally sensitive and empowering forms of area studies, but indicates how these ideas can be translated into effective student-centered learning practices through the establishment of interactive regional learning communities. This pathbreaking work features original contributions from leading theorists of globalization and critics of area studies as practiced in the U.S. Essays in the first part of the book problematize the accepted categories of traditional area-making practices. Taken together, they provide an alternative conceptual framework for area studies that informs the subsequent contributions on pedagogical practices. To incorporate critical perspectives from the "areas studied," chapters examine the development of area studies programs in Japan and the Pacific Islands. Not surprisingly, given the lessons learned from critical examinations of area studies in the U.S., there are competing, state, institutional, and intellectual perspectives involved in each of these contexts that need to be taken into account before embarking on an interactive and collaborative area studies across Pacific Asia. Finally, area studies practitioners reflect on their experiences developing and teaching interactive, web-based courses linking classrooms in six universities located in Hawai‘i, Singapore, the Philippines, Japan, New Zealand, and Fiji. These collaborative on-line teaching and learning initiatives were designed specifically to address some of the conceptual and theoretical concerns associated with the production and dissemination of contemporary area studies knowledge. Multiauthored chapters draw useful lessons for international collaborative learning in an era of globalization, both in terms of their successes and occasional failures. Uniquely combining theoretical, institutional, and practical perspectives across the Asia Pacific region, Remaking Area Studies contributes to a rethinking and reinvigorating of regional approaches to knowledge formation in higher education. Contributors: Conrado Balabat, Lonny Carlile, T. C. Chang, Hezekiah A. Concepcion, Arif Dirlik, Jeremy Eades, Gerard Finin, Jon Goss, Peter Hempenstall, Lily Kong, Lisa Law, Martin W. Lewis, Robert Nicole, Neil Smith, Teresia Teaiwa, Ricardo Trimillos, Christine Yano, Terence Wesley-Smith.

Whereas Area Studies and cross-border cooperation research conventionally demarcates groups of people by geographical boundaries, individuals might in fact feel more connected by shared values and principles than by conventional spatial dimensions. Knowledge Production, Area Studies and Global Cooperation asks what norms and principles lead to the creation of knowledge about cross-border cooperation and connection. It studies why theories, methods, and concepts originate in one place rather than another, how they travel, and what position the scholar adopts while doing research, particularly ‘in the field’. Taking case studies from Asia, the Middle East and North Africa, the book links the production of alternative epistemologies to the notion of global cooperation and reassesses the ways in which the concept of connectedness can be applied at the translocal and individual rather than the formal international and collective level. Knowledge Production, Area Studies and Global Cooperation provides an innovative and critical approach towards established means of producing knowledge about different areas of the world, demonstrating that an understanding of pluri-local connectivity should be integrated into the production of knowledge about different areas of the world and the behavioural dimension of global cooperation. By shifting the view from the collective to the individual and from the formal to often invisible patterns of connectedness, this book provides an important fresh perspective which will be of interest to scholars and students of Area Studies, Politics, International Relations and Development Studies.

Since the 1970s, a 'critical' movement has been developing in the humanities and social sciences denouncing the existence of 'Western dominance' over the worldwide production and circulation of knowledge. However, thirty years after the emergence of this promising agenda in International Relations (IR), this discipline has not experienced a major shift. This volume offers a counter-intuitive and original contribution to the understanding of the global circulation of knowledge. In contrast to the literature, it argues that the internationalisation of social sciences in the designated 'Global South' is not conditioned by the existence of a presumably 'Western dominance'. Indeed, although discriminative practices such as Eurocentrism and gate-keeping exist, their existence does not lead to a unipolar structuration of IR internationalisation around ‘the West’. Based on these empirical results, this book reflexively questions the role of critique in the (re)production of the social and political order. Paradoxically, the anti-Eurocentric critical discourses reproduce the very Eurocentrism they criticise. This book offers methodological support to address this paradox by demonstrating how one can use discourse analysis and reflexivity to produce innovative results and decentre oneself from the vision of the world one has been socialised into. This work offers an insightful contribution to International Relations, Political Theory, Sociology and Qualitative Methodology. It will be useful to all students and scholars interested in critical theories, international political sociology, social sciences in Brazil and India, knowledge and discourse, Eurocentrism, as well as the future of reflexivity.

This handbook examines the study of international relations (IR) in Russia, giving a comprehensive analysis of historical, theoretic-conceptual, geographical, and institutional aspects. It identifies the place and role of Russia in global IR and discusses the factors that facilitate or impede the development of Russian IR studies. The contributors represent diverse Russian regions and IR schools and offer an overview of different intellectual traditions and key IR paradigms in the post-Soviet era. Filling the vacuum in international understanding of the Russian perspective on pivotal international issues, they demonstrate the continuity and change in Russia’s international policy course over the past three decades and explain how different foreign policy schools and concepts have affected Russian foreign policy making and the decision-making process. Providing a unique contribution to the discussion on non-Western IR theory, this handbook will appeal to scholars and students of international relations, Russian studies, world politics, and international studies.