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Recognition is a basic human need, but it is not a panacea to all societal ills. This volume assembles contributions from International Relations, Political Theory and International Law in order to show that recognition is a gradual process and an ambiguous concept both in theory and political practice.

In nine essays originating from the running Miami International Relations Group seminar, the editors and contributors introduce constructivism as an alternative to studying IR from a historical and systems' analytical framework. They advance constructivism in the context of the perennial agent-structure debate; discuss international relations under social construction (as in national identity, feminist struggle, and global Internet governance), and reconstructing the discipline. Paper edition (unseen), $22.95. Annotation copyrighted by Book News, Inc., Portland, OR

The discipline of international relations has, in recent years, become separated from political science, the latter becoming viewed primarily as a study of government and domestic politics. At the same time, international relations has been experiencing uncertainty, firstly with the multi-paradigmatic structure of the disciple, and secondly, with the new wave of post-behavioural theorists questioning the utility of the discipline.

This is the first in-depth study to examine the implications of history education in the context of international relations (interstate and transnational), focusing on Japanese textbooks as the principal case study. The author argues that despite a widespread recognition that our grasp of history has some relevance to our views and attitudes towards foreign countries and peoples, ergo ultimately its impact on national policy, there appears to be little coherent discussion of such a significant topic and its practical applications in the field of International Relations. This study, therefore, develops a conceptual framework and directs attention to the factors which predetermine the perceptions and attitudes of the public and policy-makers and in doing so searches for the roots of their world view. The book addresses the following issues: Government Influence on the Domestic Educational Environment; The Domestic Environment and its Interaction with the External Environment; History Education in Practice: A case of Japan; The Japanese History Textbook Disputes in the Asian Context (Parts I and II); Twenty-five Years On – The Task of Coming to Terms with the Past.

This Reader Is A Collection Of First-Rate Theoretical Engagements Relating To International Relations From Across India. The Class Character Of Contemporary International Law, Reassessing The Conceptual Foundations Of Imperialism, Mapping Human Security, Evaluating The Gaze Of Orientalism And Defending The Analytical Relevance Of Gender As A Lens To Examine National Security Are Issues Covered In The Theoretical Ambit Of This Volume. The Book Also Addresses Two Other Core Issues: Contesting The Delhi-Centricity Of The Discipline And Acknowledging The Relevance Of Theory To Policy.