IR1005: Concepts in Global Politics

School of International Relations

University of St Andrews

Fall Semester (2020/21)

Dr Adam Bower – Module Coordinator

irfirstyear@st-andrews.ac.uk

Office hours: Tuesday, 9:00-10:00 & 16:00-18:00

Held in Microsoft Teams, by appointment:
https://www.wejoinin.com/sheets/othdb

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Contents

Module Description 3

Learning Outcomes 3

Equality and Diversity 3

Adherence to University and School Rules 4

Coronavirus and its Impact on Teaching and Learning in IR1005 5

Terminology 6

Communication 7

Accessibility and Module Resources 8

Health and Wellbeing 8

Student-Staff Relations 8

Lecture Schedule 9

Tutorials 10

Assessment 13

Academic Integrity 14

Marking Scales and Degree Classification 14

Academic Skills Programme 14

Centre for Educational Enhancement and Development (CEED) 14

Important Notes Regarding Essays 15

Late Penalties 16

Extensions 16

Essay Questions 17

Accessing Readings 18

Weekly Tutorial & Reading Programme 20

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Module Description
This module introduces students to the foundational features of the academic discipline of
International Relations. It begins by considering what it means to study global politics and then
examines a range of key themes including sovereignty and globalisation, power, war and
diplomacy, wealth and poverty, and the natural environment. In so doing, the module provides
a grounding in core concepts that characterise International Relations.

Learning Outcomes
The diligent student completing the requirements of this module will acquire:

• An understanding of methods and theories for analysing international relations, which

can also be used to analyse a wider range of social and political interactions;
• An understanding of the relationship between agents and structures at the global level
and how such relations constitute politics and social life;
• Knowledge of how conflicts at the global level arise, how they are managed, and how
they fail to be managed at times, leading to outcomes such as war and economic
instability;
• Knowledge of how, despite formal anarchy, the international system can produce
cooperative outcomes, such as international organizations and legal regimes;
• The ability to conduct scholarly research on issues of importance in international
relations;
• The ability to explain and defend arguments through tutorial presentations, writing
essays and by examination.

Equality and Diversity

The School of International Relations actively strives to create a diverse population within its
staff and students and wishes to provide a place of welcome and tolerance for study and
research. To foster diversity and inclusion, equal access to opportunity is essential.

Academic quality and rigor for all students and staff is linked to the elimination of bias and
discrimination. The School works with the University to investigate all cases of discrimination,
harassment, and violence, and is committed to diversity and inclusivity, for students and for
staff. The School adheres to strict non-discrimination policies, and will not tolerate disrespect,
discrimination, harassment, or violence by, or against, any member of our community.

If you need to report or talk with someone about these issues, please contact either the School’s
Equality and Diversity Chair, Dr Filippo Costa Buranelli (fcb7@st-andrews.ac.uk) or the Head
of School, Professor Caron Gentry (irhos@st-andrews.ac.uk). Please note that we are willing
to help staff and students navigate the University reporting system.

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Adherence to University and School Rules
Attendance at tutorials, the timely submission of written work, and examination procedures are
all subject to rules. The School handbook contains a full statement of your responsibilities on
questions such as notification of absences, medical self-certification, late / non-submission of
assessed work, and progress to Second Year.

Students are responsible for knowing and must adhere to the contents of the School
handbook which is available on the School website under Current Students >
Undergraduates > Handbooks.

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Coronavirus and its Impact on Teaching and Learning in IR1005
The Coronavirus (Covid-19) pandemic has necessitated some fundamental changes to teaching
provision. These new circumstances are challenging and are not how we hoped to deliver the
module. Specific changes are detailed below. However, this also presents an opportunity to
learn differently at a time when transnational politics is of tremendous importance.

The University has a webpage with general advice and support on the Coronavirus, which you
should consult regularly, especially if you find yourself struggling in your studies or personal
life: https://www.st-andrews.ac.uk/coronavirus/students/. There are also a range of resources
both within the School of IR and across the University that can provide assistance (see pp. 7-8
below).

This module is premised around two core commitments that we as students, lecturers, and
tutors make to one another:

1. We will all do our best to teach and learn in this new environment, reaching out if
support is needed.

2. We will practice kindness, solidarity, and respect in our approach to teaching and
learning.

Most of all, the module is based on a belief that we are a community of learners. You are now
part of the School of International Relations, and the wider University of St Andrews
community. We are here to support one another, and to challenge one another to grow
intellectually. None of us are living our normal lives at present, but please be mindful that some
of us may be facing particularly challenging individual circumstances. Some of us are shielding
or might need to quarantine at some point during the semester, others have caring
responsibilities, some do not have ideal working environments, others might struggle to cope
mentally with this new situation. Be kind to yourself, your fellow students, and your teachers
and staff.

This is also a fascinating time to be studying international relations! Indeed, we are arguably
in the midst of the most transformative event for global politics since the Second World War.
This module should help you to better understand and analyse the foundations of global politics
that may be impacted by this pandemic, as well as other issues that might not appear to be so
closely connected.

As we proceed, it is important to appreciate that public health conditions may change, requiring
that aspects of this module change in turn, likely at short notice. Rest assured that we have
robust plans in place and will let you know of any modifications as soon as possible. We are
continuously reflecting on how to ensure you receive the high-quality research-led education
that St Andrews and the School of IR are known for.

NOTICE on venues: Due to the Coronavirus pandemic, venues for tutorials may change.
We encourage you to keep an eye on your personal timetables via your MySaint profile.

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Terminology
The circumstances described above have produced new terms that you will find in the module
booklet, policy documents, and emails:

• Dual-delivery teaching describes a format where module content is available online

and, in parallel, in-person teaching is delivered where possible. IR1005 will be run in a
dual-delivery mode during the Fall 2020 semester.

• Asynchronous teaching utilises teaching materials that are pre-recorded. The learning
takes place remotely, on the students’ schedule, and does not involve live interaction.
All lectures in IR1005 will be delivered in this asynchronous format.

• Synchronous teaching describes forms of live instruction that are conducted in real-
time. This can take place either in-person or online. Examples would include a tutorial
session involving discussion in a classroom setting or live conversation via video,
audio, and/or text. All IR1005 tutorials will be conducted synchronously unless
absolutely necessary.

• In-person teaching involves teaching in which members of the class are located in the
same physical space. Where possible, tutorial groups will be conducted in-person from
Week 5 onwards.

• Face-to-face teaching is a mode of interaction in which participants are able to interact

with one another in real-time. This could be in-person or remotely via video or voice
call. Examples of the latter would be tutorial sessions or office hours conducted via
Microsoft Teams.

• Online teaching involves the use of digital technologies to conduct aspects of learning
over the internet. In this module, all online teaching will be done synchronously and
face-to-face unless absolutely necessary. Please note that all IR1005 tutorials will be
run synchronously online until Week 5 at least.

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Communication

Weekly emails

Dr Bower will send a weekly email to the entire module cohort. These emails will introduce
the topic and lecturer for the upcoming week and keep students up-to-date with important
announcements. It is vital that you check your St Andrews email regularly during the week.

Who to contact and office hours

Many common questions—such as essay deadlines, lecture schedule, and assigned readings—
are explained in detail in this document. You should always check the module booklet first
before contacting a member of staff. We are here to help, but we also expect you to take
ownership of your studies.

A full list of academic and support staff can be found on the School of IR website:
https://www.st-andrews.ac.uk/international-relations/people/. Staff office hours are listed on
their website profile. A list of office hours for IR1005 tutors is available on Moodle. Contact
regarding module issues should be done via email, not through MS Teams messaging.

Your first point of contact as an IR1005 student, in most cases, will be your tutor. They are
here to help facilitate your learning both during tutorial sessions and as you prepare your
essays. Please be sure to note of your tutor’s email address and office hours; you may ask them
if you are unsure. Your tutors are busy people; please be respectful and do not expect to find
your tutor at other times, unless you have made prior arrangements. More detailed questions
concerning readings, essays, etc. should be asked during the tutor’s office hours, not via email.

Administrative questions regarding module regulations, concerns, or confidential problems

should be raised with the Module Coordinator, Dr Bower (irfirstyear@st-andrews.ac.uk). Dr
Bower will hold weekly office hours on Tuesdays, 9:00-10:00 and 16:00-18:00. In order to be
equitable for all students, these office hours will be held exclusively online, via Microsoft
Teams. Students must make an appointment ahead of time at this website:
https://www.wejoinin.com/sheets/othdb.

Please note that due to the size of this module, Dr Bower is not able to answer questions
concerning the content of lectures delivered by other staff members, or tutorials. If you
have questions about a lecture, you are welcome to contact the member of staff who lectured
on that topic. Questions concerning tutorial discussions and essay preparation should be
directed to your tutor in class, in their office hours, or by email.

Problems with tutorial enrolment or essay submission (via MMS) and tutorial swaps should be
sent to the First Year Secretary, Mrs Gillian Fleming (gaf3@st-andrews.ac.uk). Please note
that Mrs Fleming works Monday-Friday, 8:30-16:30, and does not respond to emails outside
of these hours.

Finally, the University has a range of support services for students facing mental or physical
health challenges. These are listed on the next page.

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Accessibility and Module Resources
Most module resources—including the module booklet, recorded lectures, and supplemental
materials—are found on the IR1005 page in Moodle.

The Module Management System (MMS) is used for logistical and reporting matters. You will
use MMS mainly for two things: (i) to register for your tutorial group; and (ii) to submit your
essays and final assessment.

Health and Wellbeing

If you experience more serious problems that impede your studies, please get assistance as
soon as possible. In the School of IR, you can contact the Director of Wellbeing, Dr Jeffrey
Murer (irwellbeing@st-andrews.ac.uk). The Advice and Support Centre (support.advice@st-
andrews.ac.uk) offers confidential consultations and support on a range of issues; you can book
an appointment online at https://www.st-andrews.ac.uk/students/advice/counselling/.

Concerns relating to matters of equality, diversity, and inclusion can be raised confidentially
with either the School’s Equality and Diversity Chair, Dr Filippo Costa Buranelli (fcb7@st-
andrews.ac.uk) or the Head of School, Professor Caron Gentry (irhos@st-andrews.ac.uk).

The School’s Disability Coordinator is Mrs Lynne MacMillan (ld26@st-andrews.ac.uk).

Student-Staff Relations
Regular emails with important announcements will be sent to your university account. Please
ensure that you set it up and check it regularly. Also, Academic Alert warnings requiring your
action and response will be emailed to you.

The School will distribute a confidential evaluation questionnaire, late in the semester. This
allows you to comment on and grade the module, including your tutor and the lecturers. These
are used in planning changes and improvements to the IR1005 module. They also form part of
the Quality Assurance Assessment (QAA), operated by the Scottish Higher Education Funding
Council (SHEFC).

The first-year class will also be represented by three representatives on the School Staff-
Student Consultative Committee (SSCC), which meets every semester to receive feedback and
comments from students. The Students’ Association is responsible for conducting the election
of representatives in Weeks 1 and 2.

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Lecture Schedule
Lectures will be delivered exclusively online in asynchronous (pre-recorded) formats. Lecture
slides will be made available in two forms: (i) with associated recorded audio/video (including
closed captioning) and (ii) with no narration (to reduce file size) and can be accessed from the
module Moodle page. You are expected to remain up-to-date with lecture content and should
therefore engage with the recorded lectures each week throughout the semester.

Week Starting Subject Lecturer

1 – 14 September Introduction Dr Adam Bower

2 – 21 September States, Sovereignty, and Nationalism Dr Jasmine Gani

3 – 28 September Critical Reading and Writing Dr Adam Bower

4 – 5 October Power Prof Caron Gentry

5 – 12 October Identity Dr Jeffrey Murer

6 – 19 October Independent Learning Week: no lectures or tutorials

7 – 26 October War and Diplomacy Dr Marc De Vore

8 – 2 November Ethics and Law Dr Adam Bower

9 – 9 November Wealth and Poverty Dr Muireann O’Dwyer

10 – 16 November The Environment Dr Ariadne Collins

11 – 23 November Pandemics and Global Politics Various

12 – 30 November Revision Week: Review and Exam Prep Dr Adam Bower

7–14 December Final Assessment (take-home exam)

A further teaching week will take the form of exam feedback in the first week of the following
semester. Details of these provisions are given in the online School handbook.

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Tutorials
Education, like much of life, is ultimately a social process. Learning to articulate your ideas
and engage constructively with colleagues are vital parts of your university experience.
Tutorials are designed both the enhance your comprehension of module content and to serve
as a forum for sharpening critical analytical skills.

Students attend one regular tutorial session—with the same group and tutor—in Weeks 2-10.
There are no tutorials in Weeks 1, 6, or 11. Tutorials are held at the same time each week
and cover the topic of the previous week’s lectures. Attendance at tutorials is mandatory.

Coronavirus arrangements

Due to the ongoing health challenges associated with Coronavirus, tutorials in IR1005 will be
run in two main modes:

• Where possible, tutorial groups will run in-person, at a set time and room location.
Students that are located in St Andrews should register for an in-person tutorial group
unless they have specific medical or other concerns.

• Alternatively, some tutorial groups will be conducted entirely online, via Microsoft
Teams. Though held online, these groups will still be held in a live/synchronous, face-
to-face format, and at the same time each week.

All IR1005 tutorials will be held exclusively online in Weeks 2-4, regardless of whether
you sign up for an in-person group. Groups that are coded as “in-person” will be advised
about the timing of a switch to in-person classroom learning once the semester commences, in
line with Scottish government and University guidance.

It is expected that each tutorial group will remain in the same teaching mode for the entire
semester. The exception to this would be if circumstances required the suspension of in-person
teaching, in which case the affected groups would shift into an online format.

Each tutorial group will be governed by the principle of solidarity. To make sure everyone
can learn in a supportive environment, we will attempt to keep the same group of students
together whenever possible. For tutorial groups running in-person this means that if a tutorial
member or tutor begins displaying Covid-19 symptoms or is required to self-isolate, the entire
group will switch to an online format for a short while. The exact duration of this switch will
be determined by the latest Scottish Government guidance.

IMPORTANT for those taking in-person tutorials: If you are displaying Covid-19
symptoms or are required to self-isolate you must not attend a tutorial in-person. If you
feel well enough to participate in a tutorial remotely, email your tutor as soon as possible
and no later than 24 hours before your tutorial. Your tutor will then email the entire tutorial
group informing everyone that you will be meeting at the same time, but online that week.
Your tutor will not disclose to the group who is the affected individual. It is important,
therefore, that you check your email before a scheduled in-person tutorial session.

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Attendance

Attendance at tutorials is required, and students can only be absent from a maximum of two
tutorials, regardless of whether a self-certification is made. Missing more than two tutorials
could result in the issuance of an Academic Alert: FINAL.

• An Academic Alert: ABSENCE will be issued to any student who misses two
tutorials. This alert will be issued even if you have self-certified for both absences and
even if your tutor knows why you were absent.

• An Academic Alert: FINAL will be issued to any student who misses three
tutorials. Missing three or more tutorials could result in loss of credit for the module.

• Full details are available at https://www.st-andrews.ac.uk/policy/academic-policies-

student-progression-academic-alerts/academic-alerts.pdf.

Logistics: tutorial sign-up

Please sign up for a tutorial using MMS during Week 1. Please choose a tutorial time and mode
of teaching (in-person versus online) that best suits your current conditions, and you can attend
throughout the semester.

Tutorial swaps

Changing tutorial groups during the semester is usually not permitted. In rare cases, it may be
possible to arrange a one-off tutorial swap. A tutorial swap request must be made at least 24
hours in advance of your regularly scheduled tutorial (unless in the case of an emergency). The
request should be emailed to Mrs Fleming (gaf3@st-andrews.ac.uk) including Dr Bower
(irfirstyear@st-andrews.ac.uk) in CC.

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Expectations

The tutor is responsible for creating an atmosphere in which all students gain the confidence
to express themselves and exchange ideas with courtesy and respect for others. Individual
tutors run their classes in different ways. Some will require individual presentations, some will
chair discussions, some will use simulations or group work to facilitate the exchange of ideas.
They will explain in the first meeting what they expect of you.

As a student it is your responsibility to be prepared and willing to express your views and
to ask questions. In so doing, you should seek to present your points clearly, give justifications
for your arguments, and avoid being polemical. Respect and courtesy for each other—students
and tutor—are core principles governing teaching and learning at the University of St Andrews.

It is therefore essential that you do the required reading prior to each tutorial session. The
first priority every week is the list of “required” readings, which will include textbook chapters
and other important articles and book chapters. You may also consult the associated list of
“further” readings, which you can use in combination with essential readings for essay
preparation and to broaden your knowledge on that specific topic.

Remember that tutorial topics follow the week after the lecture. This approach means that
all students attending the lectures benefit from them in their tutorial session, even if their
tutorial group meets on Monday. Consequently, the lectures signpost your reading up to a week
in advance of your tutorial meeting on that topic.

Recording of tutorials

Tutorial discussions are designed to provide a safe, inclusive, and intellectually rigorous
environment in which students can explore ideas collaboratively. It is therefore imperative that
we respect the security of all members of the tutorial group. Some tutors may decide to record
their tutorials for pedagogic reasons. This decision will be conveyed to students.

However, the individual recording of tutorial discussions—whether with an external

device or via Teams—is absolutely prohibited without explicit permission from the tutor
and Dr Bower ahead of time. Permission will only be granted for justified medical (or other)
grounds. Concerns about this policy can be raised with Dr Bower.

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Assessment
You are expected to prepare thoroughly for each tutorial and, given the relatively short length
of the semester, you should start work as soon as possible in Week 1. Essay selection, planning,
and reading should extend over all of the weeks prior to the deadline. Failure to plan your time
accordingly, and failure to balance the requirements of all your modules, is not a good enough
reason, absent extenuating circumstances, for requesting an extension on your assessed work.

The module will be assessed on the following basis:

Assessment Due Date Length Weighting

Monday, 12 October
Essay 1 2000 words 30%
by 12:00 (noon)
Monday, 16 November
Essay 2 2000 words 30%
by 12:00 (noon)
Two questions -
Final Assessment 7–14 December 40%
1000 words each

Essays

You will write two essays during the semester, based on topics that are related to lecture and
tutorial material. Further details are included below. For help with essay writing, please see the
Essay Writing Guide on Moodle. You can also register to attend Academic Skills Workshops
in the School, seek advice from your tutor, and consult CEED for help. Please note, however,
that essay research and writing is an exercise in independent work – you should not expect
your tutor to provide you with specific readings, an argument, or a structure for your essay.
You should select a topic and start work on your first essay in Week 1.

Final assessment

A final assessment (take-home examination) will count for 40% of the module grade. The final
assessment will require you to answer:
• One compulsory question, of a general nature on the work of the module.
• One additional question, chosen from a list of six questions.

In response to each question, you are expected to write an essay of up to 1000 words. The
questions on the final assessment are similar to questions asked on examination papers in past
years. Past examination papers are available through MySaint for revision purposes.

You will have seven days to complete the final assessment. The questions will be posted in
Moodle on 7 December at 12:00 (noon) St Andrews time and you will have until 14 December
at noon St Andrews time to submit completed answers. Further details concerning this process
will be provided later in the semester.

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Academic Integrity
The School of International Relations upholds the highest expectations concerning academic
integrity. As a member of the University, you are required to observe best practices including—
but not limited to—proper quotation and citation practices. All students are required to
familiarise themselves with standards of good academic practice and complete the online
training course by the end of Week 3. The Training in Good Academic Practice can be
accessed in Moodle under “All Courses.” Further information is available at: https://www.st-
andrews.ac.uk/students/rules/academicpractice/.

All pieces of assessed work in the School of IR are submitted via our plagiarism detection
software TurnItIn. Concerning submissions are checked by the tutor and module coordinator
and will be escalated to the School’s Academic Misconduct Officer, Dr Vassillios Paipais
(amo-intrel@st-andrews.ac.uk) where appropriate.

Marking Scales and Degree Classification

All pieces of assessed work in the School of IR are assessed using the St Andrews 20-point
marking scale. A detailed explanation of the Common Reporting Scale, and the qualitative
distinctions which distinguish work in different bands, is available at https://www.st-
andrews.ac.uk/policy/academic-policies-assessment-examination-and-award-common-
reporting-scale/common-reporting-scale.pdf.

The pass grade for this module is 7.

Academic Skills Programme

In partnership with CEED, there will be a series of Academic Skills Workshops created and
run by tutors in the School of IR. These workshops are designed specifically for those enrolled
in sub-honours IR and are intended to address the essay writing and exam skills that you will
be developing throughout your sub-honours years.

The Academic Skills Workshops are offered on a voluntary basis; however, the topics will be
extremely beneficial and are highly recommended. Students are strongly encouraged to attend
one or more of these workshops. You can register for the various workshops via your personal
Moodle page (“My Courses”). Please note that the workshops are popular and there are very
strict limits on the group sizes. Spaces are allocated on a first come-first served basis. Be sure
to register early in order to avoid disappointment.

Centre for Educational Enhancement and Development (CEED)

The CEED website offers a range of additional information and resources and can be found
here: https://www.st-andrews.ac.uk/ceed/.

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Important Notes Regarding Essays

Essay word count

Each essay must be 2000 words in length. The word-count includes citations (in-text,
footnotes, or endnotes) but excludes the essay cover sheet and the bibliography. Your essay is
permitted to be either above or below 2000 words by a maximum of 5%. This means that your
essay may be:

• 2100 words absolute maximum

• 1900 words absolute minimum

Essays falling outside of this range will be penalised by 1 point on the 20-point scale for word
count up to 10% either way, and by an additional 1 point for anything beyond 10% either way.

Citation style

Proper citations are a vital part of good academic practice. Providing full and clear references
ensures that you give appropriate credit to the originators of ideas that inform your analysis
and demonstrates that you have conducted suitable research. Citations, in other words, are
about intellectual integrity and must be taken seriously.

The School of International Relations does not insist upon a single “house style” for references:
you may utilise any of the common styles provided you follow that structure consistently
throughout your essay. There are many citation styles with pros and cons for each. A key
distinction is between “in-text” (sometimes called “author-date”) citation styles and those that
provide a full bibliographic entry in a footnote or endnote. Either is acceptable, but you should
be aware that your essay word count includes material in footnotes/endnotes but excludes the
bibliography. Hence, an in-text citation style (e.g., Tickner 2008, 1) will save many words of
what is essentially redundant bibliographic material that you can instead dedicate to substantive
analysis. You therefore need to be conscious of the citation style you are using, and the
implications of this choice. To aide in this process we require that you list your citation style
on the Essay Cover Sheet.

Students should consult the Sub-Honours Essay Writing Guide (on the Moodle site) for
valuable tips on research, writing, and referencing. The Library offers information on
popular referencing styles: https://libguides.st-andrews.ac.uk/Referencing_styles. Your tutor
may also offer additional research guidance as appropriate.

Essay submission

Essays are submitted in electronic format only. Each essay must be submitted through MMS
by the stated due date and time in St Andrews. Ensure the that you complete a copy of the
School’s cover page for sub-honours essays and attach this to the front of your essay. This form
is available in MMS or on the School website: https://www.st-andrews.ac.uk/media/school-of-
ir/docs/students/essay-cover-sheet-subhonours.pdf

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Late Penalties
Late essay submissions will be penalised 1 point on the 20-point scale for each day,
including weekend days. Each day restarts at 12:00 (noon) St Andrews time. Essays
submitted more than 10 days after the deadline will not be marked but must still be submitted
in order for you to be able to earn credit for the module.

Extensions
Essay extensions will only be granted in exceptional circumstances such as serious illness or
personal circumstances. No member of staff is under any obligation to grant an extension. This
policy means that these common reasons for requesting an extension will not be entertained:

• Computer problems: you should back up your work as you go, and so computer
problems are not a justification for an extension. You can use external memory (hard
drives or USB sticks), email copies of your work to yourself, and back up your work to
St Andrews’ cloud storage provider OneDrive.

• Multiple deadlines on the same day, unless there are serious extenuating circumstances:
it is your responsibility to manage your time and various assessments for each of your
modules. The School provides detailed information about assessment requirements and
deadlines in Week 1, precisely so that you can plan your time accordingly.

We are here to support your learning in a safe and healthy manner. Extensions will be
considered in justified circumstances, such as physical or mental health challenges,
bereavement, etc. However, there is a specific process you must follow. Your tutor and Dr
Bower do not handle extension requests. The School Office is able to grant an extension of
up to one week. Shorter extension request should be emailed to the First Year secretary, Mrs
Fleming (gaf3@st-andrews.ac.uk). If you require an extension longer than one week, you must
contact the Director of Student Wellbeing, Dr Murer (irwellbeing@st-andrews.ac.uk).

Extension request process

1. Email Mrs Fleming or the Dr Murer, as appropriate, and provide the reason for the
request. Please include Dr Bower (irfirstyear@st-andrews.ac.uk) in CC.

2. If you are granted an extension, the deadline will be updated in MMS. Essays for which
an extension has been granted must be uploaded to MMS by the revised deadline.

Extension requests will only be processed during normal working hours (9:00-17:00,
Monday to Friday). The School Office is closed over the weekend; extension requests received
during that time will not be dealt with until Monday. Essay extension requests should be
made at least 48 hours before the essay is due, unless in exceptional circumstances.

16
Essay Questions

Be sure to answer the question as posed. Do not invent your own title or modify those given.

The first essay must be chosen from the following list:

1. How can International Relations become more “global” in its focus and concerns?
2. Is state sovereignty the most effective way to maintain order in the international
system?
3. In a famous (1977) essay, Stanley Hoffman argued that International Relations is “an
American social science.” To what extent is that claim still true today?
4. Assess two different perspectives on power in International Relations. How do they
differ? Which is the more persuasive account?
5. Are identity conflicts different from other forms of conflict examined in international
relations? If so, how are they different? If not, how are identity conflicts related to
other forms of conflict?

The second essay must be chosen from the following list:

6. Is war still the central concern in international relations?

7. Does international law effectively constrain the use of armed violence in the
international system?
8. “Economic globalisation is gendered and racialised.” Do you agree with this statement?
Discuss by first describing what globalisation is, and then considering one or both of
gender and race.
9. Can major environmental challenges be effectively addressed through market
mechanisms? If so, how? If not, why not?
10. Are states the primary actors in global health governance today?

The essay questions cover the full range of topics for this module. Consequently, the lectures
for the topic of the essay questions of most interest to you may be too late to provide you with
guidance. This should not be considered a problem. The lectures may not directly address the
specific essay topic associated with that week, as essays are intended to facilitate your own
investigation beyond the lecture material. As such, one purpose for the “further” reading lists
below is to provide you with a starting point for essay research.

17
Accessing Readings
You can access your reading list online at: https://sta.rl.talis.com/index.html. All readings listed
below as “required” or “further” readings are available electronically via the Library website.

Module textbook

We recommend purchasing the following textbook, which we use extensively in the module:

Baylis, John, Steve Smith, and Patricia Owens, eds. 2019. The Globalization of World
Politics: An Introduction to International Relations. 8th edition. Oxford: Oxford
University Press.

You are welcome to purchase an online version or a hard-copy version.

• You can purchase access to the individual e-book from an e-book platform. For
example, a one-year rental is £23 (in the UK) via Vital Source.
• Alternatively, you can purchase access to the online Oxford University Press Politics
Trove which contains both the IR1005 and IR1006 textbooks as well as other resources:
https://global.oup.com/academic/product/politics-trove-international-relations-2020-
9780191905926?cc=gb&lang=en&. A 12-month subscription costs £41.66; a 20%
discount is available with the code “EARLY20” (under “Personal Subscriptions.”)
• You can purchase a hard-copy via your preferred online retailer or bookshop.
Blackwell’s St Andrews is offering a bundled discount when purchasing the textbooks
for IR1005 and IR1006 together; the combined price is £59.99.
• For the hard-copy, the 7th edition or 6th edition are also acceptable. The chapters we
read are substantially the same in these earlier editions, but the 8th edition does bring in
more recent developments in global politics and scholarship.

Supplemental texts

These texts can be read as preparation before starting the module. They are also useful
resources during the module, in particular if there are concepts or terms that you want to look
up; it is wiser to look them up in one of these resources rather than searching the internet.

Brown, Chris, and Kirsten Ainsley. 2005. Understanding International Relations, Third
Edition. Palgrave Macmillan.

Diez, Thomas, Ingvild Bode, and Aleksandra Fernandes da Costa. 2011. Key Concepts in
International Relations. London: SAGE.

Kegley, Charles W. and Shannon Lindsey Blanton. 2012. World Politics: Trend and
Transformation. London: Wadsworth Publishing.

Weber, Cynthia. 2014. International Relations Theory: A Critical Introduction. London:

Routledge.

18
Journals

Academic journals are one of the most important sources of information for this module. The
definition of an academic journal is one that is “peer-reviewed” – i.e., other scholars review all
articles in a “double-blind” process where the reviewer and author are not aware of one
another’s identities. While imperfect, this method should produce quality scholarship. Many
weeks contain one or more journal articles as part of the required readings. Journals are not the
same as magazines or internet news sources. While both are important sources of information,
academic journals combine empirical data with theoretical reflection.

Internet sources

The internet is many students’ first resource. It is also deeply problematic as a scholarly tool.
As well as providing access to excellent government and NGO websites, think-tanks, and many
online journals from around the world, the internet is also home to less reputable voices. This
makes using web sources complicated for the serious student.

Hence, discretion is required when conducting research via internet sources. Reputable news
media as well as governmental, inter-governmental, and non-governmental actors may all be
appropriate sources of information. But you must do your due diligence in determining the
nature and suitability of source material. Any and all internet sources need a citation like any
printed source.

Wikipedia does not qualify as an academic source and should not be used for research
purposes. Further, do not cite the essays of other students that have been uploaded to websites
such as e-InternationalRelations, because you would essentially be using the research work of
another student in an IR module rather than doing your own academic research.

19
Weekly Tutorial & Reading Programme
A reminder that tutorials follow one week behind the lecture schedule. Hence, the tutorial in
Week 3 will consider the material associated with the lectures in Week 2 (States, Sovereignty,
and Nationalism).

Week 1: No tutorial meeting, lectures only

You are welcome to look at the supplemental resources at the start of IR1005 online reading
list (https://sta.rl.talis.com/index.html) as preparation before starting the module or during
this week. These resources are also useful during the module, in particular if there are
concepts or terms that you want to look up; it is wiser to look them up in one of these resources
or in the glossary at the back of the Baylis, Smith, and Owens textbook rather than searching
the internet.

You are also encouraged to browse chapters within Baylis, Smith, and Owens during this
week. In particular, we do not read chapters 6–7 or 8–13 in this module since they are about
theories. You will study IR theories in your second year (IR2005) but you may find that
reading these chapters provides a helpful basis for understanding other content. The final
set of mini-lectures in Week 1 provide general introductions to some major IR theories.

20
Week 2: Introduction

Questions for consideration in tutorial:

• Is there a “discipline” of International Relations?
• Is IR “Western” in orientation?
• How does international relations relate to “politics” or “international history”?

Required readings

Baylis, Smith, and Owens, The Globalization of World Politics, “Introduction,” 1-14.

Acharya, Amitav. 2014. “Global International Relations (IR) and Regional Worlds.”
International Studies Quarterly 58 (4): 647–59.

Heywood, Andrew. 2014. “Theories of Global Politics” in Global Politics, 2nd Edition.
Basingstoke: Palgrave MacMillan. pp 54–85.

Further readings

Asal, Victor, Inga Miller, and Charmaine N. Willis. 2020. “System, State, or Individual:
Gaming Levels of Analysis in International Relations.” International Studies Perspectives 21
(1): 97–107.

Acharya, Amitav, and Barry Buzan. 2019. The Making of Global International Relations:
Origins and Evolution of IR at Its Centenary. Cambridge: Cambridge University Press.

Avant, Deborah, Martha Finnemore, and Susan Sell, eds. 2010. Who Governs the Globe?
Cambridge: Cambridge University Press.

Barder, Alexander D. 2017. “Race and International Relations.” International Studies Review
19 (3): 509–16.

Buzan, Barry. 2011. “A World Order Without Superpowers: Decentred Globalism.”

International Relations 25 (1): 3–25.

Capan, Zeynep Gulsah. 2017. “Decolonising International Relations?” Third World

Quarterly 38 (1): 1–15.

Carpenter, Charli, and Daniel W. Drezner. 2010. “International Relations 2.0: The
Implications of New Media for an Old Profession.” International Studies Perspectives 11 (3):
255–72.

Dunne, Tim, Milja Kurki, and Steve Smith, eds. 2013. International Relations Theories:
Discipline and Diversity, 3rd edition, Oxford University Press. Chapter 1, “International
Relations and Social Science,” 14–35.

21
Grieco, Joseph, John Ikenberry, and Michael Mastanduno. 2018. Introduction to
International Relations, 2nd ed. London: Palgrave Macmillian. Chapter 2, “The Emergence
of a Global System of States.”

Daniel, J. Furman, and Paul Musgrave. 2017. “Synthetic Experiences: How Popular Culture
Matters for Images of International Relations.” International Studies Quarterly 61 (3): 503–
16.

Reus-Smit, Christian and Duncan Snidal, eds. 2008. The Oxford Handbook of International
Relations. Oxford: Oxford University Press. Chapter 3, “From International Relations to
Global Society,” 62–83; Chapter 42, “Big Questions in the Study of World Politics,” 708–
715; and Chapter 44, “Six Wishes for a More Relevant Discipline of International Relations,”
723–732.

Tickner, J. Ann. 2011. “Retelling IR’s Foundational Stories: Some Feminist and Postcolonial
Perspectives.” Global Change, Peace & Security 23 (1): 5–13.

22
Week 3: States, Sovereignty, and Nationalism

Questions for consideration in tutorial:

• What is the connection between the Westphalian system and International Society?
• What is sovereignty, and is it in retreat?
• What is the difference between anarchy and hierarchy in world politics?
• How does statehood relate to (a) nationalism and (b) colonialism?

Required readings (in optimal order of reading)

Brown, Chris, and Kirsten Ainley. 2009. Understanding International Relations, 4th edition,
Palgrave Macmillan. Chapter 4.

Strange, Susan. 1995. “The Defective State.” Daedalus 124 (2): 55–74.

Grovogui, Siba. 2001. “Sovereignty in Africa: Quasi-Statehood and Other Myths in

International Theory.” In Africa’s Challenge to International Relations Theory, edited by
Kevin Dunne and Timothy Shaw, 29–45. Palgrave Macmillian.

Further readings

Themes from Lecture 1:

Bull, Hedley. 1977. The Anarchical Society. Basingstoke: Palgrave Macmillan. Chapter 1,
pp. 3–21.

Waltz, Kenneth. 1959. Man, the State and War. New York: Columbia University Press.
Chapter 4: “The Second Image: International Conflict and the Internal Structure of States.”

James, Alan. 1999. “The Practice of Sovereign Statehood in Contemporary International

Society.” Political Studies 47 (3): 457–473.

Anderson, Benedict. 1983. Imagined Communities: Reflections on the Origins and Spread of
Nationalism. London: Verso Books.

Themes from Lecture 2:

Biersterker, Thomas, and Cynthia Weber, eds. 1996. State Sovereignty as Social Construct.
Cambridge: Cambridge University Press. Chapter 1, pp. 1–21.

Clapham, Christopher. 2002. “The Challenge to the State in a Globalized World.”

Development and Change 33 (5): 775–795.

Strange, Susan. 1996. The Retreat of the State: The Diffusion of Power in the World
Economy. Cambridge: Cambridge University Press. Chapter 5.

23
Krasner, Stephen. 1999. Sovereignty: Organized Hypocrisy. Princeton: Princeton University
Press. Chapter 1.

Tierney, Stephen. 2005. “Reframing Sovereignty? Sub-State National Societies and

Contemporary Challenges to the Nation-State.” International and Comparative Law
Quarterly 54 (1): 161–183.

Themes from Lecture 3:

Schrire, Robert. 2000. “The Duality of Globalisation: A View from the South.” Cambridge
Review of International Affairs 14 (1): 49–66.

Seth, Sanjay. 2011. “Postcolonial Theory and the Critique of International Relations.”
Millennium 40 (1): 167–183.

Gani, Jasmine K. 2019. “Escaping the Nation in the Middle East: A Doomed Project?
Fanonian Decolonisation and the Muslim Brotherhood.” Interventions 21 (5): 652–670.

Nagel, Joane. 1998. “Masculinity and Nationalism: Gender and Sexuality in the Making of
Nations.” Ethnic and Racial Studies 21 (2): 242–269.

24
Week 4: Critical Reading and Writing

Questions for consideration in tutorial:

• Bring any questions about essay writing to this tutorial; questions about structuring
your argument, citations, formatting, using sources well, or other concerns are all
welcome.
• How do your individual life experiences shape your worldview?
• How does diversity matter for International Relations as an academic discipline?

Required readings

Leeds, Brett Ashley, J. Ann Tickner, Colin Wight, and Jessica De Alba-Ulloa. 2019. “Forum:
Power and Rules in the Profession of International Studies.” International Studies Review 21
(2): 188–209.

School of International Relations. Sub-honours Essay Writing Guide. Revised July 2019 by
Dr Natasha Saunders. Available on the IR1005 Moodle page.

Baylis, Smith, and Owens, The Globalization of World Politics, Chapter 18, “Race in World
Politics,” 285–300.

Citation / reference guides

University of St Andrews Library. Referencing Styles. https://libguides.st-

andrews.ac.uk/Referencing_styles.

Further readings

Alexander, Claire, and Jason Arday, eds. 2015. Aiming Higher: Race, Inequality and
Diversity in the Academy. London: Runnymede Trust.
https://www.runnymedetrust.org/uploads/Aiming%20Higher.pdf.

Arday, Jason, and Heidi Safia Mirza, eds. 2018. Dismantling Race in Higher Education:
Racism, Whiteness and Decolonising the Academy. New York: Palgrave Macmillan.

Bates, Stephen, Laura Jenkins, and Zoe Pflaeger. 2012. “Women in the Profession: The
Composition of UK Political Science Departments by Sex.” Politics 32 (3): 139–52.

Bhambra, Gurminder K., Dalia Gebrial, and Kerem Nişancıoğlu, eds. 2018. Decolonising the
University. Reprint edition. Chicago: Pluto Press.

Cox, Robert W. 2008. “The Point Is Not Just to Explain the World but to Change It.” In The
Oxford Handbook of International Relations, edited by Christian Reus-Smit and Duncan
Snidal, 84–93. Oxford: Oxford University Press.

Godfrey, Jeanne. 2017. Reading & Making Notes. London: Red Globe Press.

25
Godwin, Janet. 2019. Planning Your Essay. London: Red Globe Press.

Knight, Sarah Cleeland. 2019. “Even Today, a Western and Gendered Social Science:
Persistent Geographic and Gender Biases in Undergraduate IR Teaching.” International
Studies Perspectives 20 (3): 203–25.

Maliniak, Daniel, Susan Peterson, Ryan Powers, and Michael J. Tierney. 2018. “Is
International Relations a Global Discipline? Hegemony, Insularity, and Diversity in the
Field.” Security Studies 27 (3): 448–84.

Mitchell, Sara McLaughlin, Samantha Lange, and Holly Brus. 2013. “Gendered Citation
Patterns in International Relations Journals.” International Studies Perspectives 14 (4): 485–
92.

Odoom, Isaac, and Nathan Andrews. 2017. “What/Who Is Still Missing in International
Relations Scholarship? Situating Africa as an Agent in IR Theorising.” Third World
Quarterly 38 (1): 42–60.

Shilliam, Robbie, ed. 2010. International Relations and Non-Western Thought: Imperialism,
Colonialism and Investigations of Global Modernity. Abingdon, Oxon; New York:
Routledge. Chapter 1, “Non-Western Thought and International Relations,” 1-11; and
Chapter 2, “The Perilous But Unavoidable Terrain of the Non-West,” 12-26.

Special issue on “American Bias and Blind Spots on World Politics.” Journal of Global
Security Studies 4 (3) 2019.

Swatridge, Colin. 2014. Oxford Guide to Effective Argument and Critical Thinking. Oxford:
Oxford University Press.

Teele, Dawn Langan, and Kathleen Thelen. 2017. “Gender in the Journals: Publication
Patterns in Political Science.” PS: Political Science & Politics 50 (2): 433–47.

Tickner, J. Ann. 2006. “On The Frontlines or Sidelines of Knowledge and Power? Feminist
Practices of Responsible Scholarship.” International Studies Review 8 (3): 383–95.

Williams, Kate. 2014. Getting Critical. London: Red Globe Press.

26
Week 5: Power

Questions for consideration in tutorials:

• What is power other than military force?
• What are power structures? How do you see them in the world around you?
• How does International Relations as an academic subject build and shape power and
power structures?

Required readings

Baylis, Smith, and Owens, The Globalization of World Politics, Chapter 6, “Realism”, 101–
115.

Tickner, J. Ann. 1992. Gender in International Relations. New York: Columbia University
Press. Chapter 2, 27–66.

Bell, Duncan. 2013. “Race and International Relations: Introduction,” Cambridge Review of
International Affairs, 26 (1): 1–4.

Thompson, Debra. 2013. “Through, Against, and Beyond the Racial State: The Transnational
Stratum of Race.” Cambridge Review of International Affairs 26 (1): 133–151.

Further readings

Anievas, Alexander, Nick Mancahanda, and Robbie Shilliam, eds. Race and Racism in
International Relations: Confronting the Global Colour Line. Abingdon: Routledge, Chapters
1 and 2.

Baldwin, David A. 2012. “Power and International Relations.” In Handbook of International

Relations, edited by Walter Carlsnaes, Thomas Risse, Beth A. Simmons, 273–297. Thousand
Oaks: Sage.

De Carvalho, Benjamin, Halvard Leira, and John M. Hobson. 2011. “The Big Bangs of IR:
The Myths that Your Teachers Still You About 1648 and 1919.” Millennium 39 (3): 735–
758.

Enloe, Cynthia. 2000. Manoeuvres: The International Politics of Militarizing Women’s Lives.
Berkeley: University of California Press, Preface and Chapter 1.

Innes, Alexandria, and Brent Steele. 2013. “Spousal Visa Law and Structural Violence: Fear,
Anxiety and Terror of the Everyday.” Critical Studies on Terrorism 8 (3): 401–415.

Innes, Alexandria, and Brent J. Steele. 2018. “Gender and Everyday Violence.” In The
Routledge Handbook on Gender and Security, edited by Caron E. Gentry, Laura Sjoberg, and
Laura Shepherd, 151–159. Abingdon: Routledge.

27
Krishna, Sankaran. 2001. “Race, Amnesia, and the Education of International Relations.”
Alternatives 26 (4): 401–424.

Sjoberg, Laura. 2014. Gender, War, and Conflict. London: Polity.

Stearns, Jill. 2013. Gender and International Relations. London: Polity.

Tickner, J. Ann. 1997. “You Just Don’t Understand: Troubled Engagements Between
Feminists and IR Theorists.” International Studies Quarterly 41 (4): 611–632.

Tuhiwai Smith, Linda. 2013. Decolonizing Methodologies: Research and Indigenous

Peoples. London: Zed Books.

Vitalis, Robert. 2015. White World Order, Black Power Politics: The Birth of American
International Relations. Ithaca: Cornell University Press, Introduction.

Week 6: Independent Learning Week

No lectures or tutorials. Students should use this week to consolidate their learning thus far
and begin research on their second essay.

28
Week 7: Identity

Questions for consideration in tutorials:

• From where do we derive our identities?
• How can identities be simultaneously relational and stable?
• Are some identities formed in intrinsic opposition to one another? If not, why and
how do identity conflicts form?

Required readings

Chakrabarty, Dipesh. 1992. “Post-Coloniality and the Artifice of History: Who Speaks for
‘Indian’ Pasts?” Representations 37: 1-26.

Hall, Stuart. 1995. “Negotiating Caribbean Identities.” In New Caribbean Thought: A

Reader, 24–39. University of West Indies Press.

Murer, J.S. 2010. “Institutionalizing Enemies: The Consequences of Reifying Projection in

Post-Conflict Environments.” Psychoanalysis, Culture and Society 15(1): 1–19.

West, Candace and Sarah Fenstermaker. 1995. “Doing Difference.” Gender and Society 9
(1): 8–37.

Williams, Brackette. 1989. “A Class Act: Anthropology and the Race to Nation Across
Ethnic Terrain.” Annual Review of Anthropology 18: 401–444.

Further readings

Bauman, Zygmunt. 2001. “Identities in a Globalising World.” Social Anthropology 9 (2):

121–129.

Murer, J.S. 2011. “Security, Identity, and Discourse of Conflation in Far-Right

Violence.” Journal of Terrorism Studies 2 (2): 15–26.

Murer, J.S. 2012. “Ethnic Conflict: An Overview of Analysing and Framing Communal
Conflicts from Comparative Perspectives.” Terrorism and Political Violence 24 (4): 561–
580.

Tajfel, Henri. 2010. “Social Categorisation, Social Identity, and Social Comparison.” In
Social Identity and Intergroup Relations, Volume 7, edited by Henri Tajfel, 61–76.
Cambridge: Cambridge University Press.

Wallerstein, Immanuel. 1987. “The Construction of Peoplehood: Racism, Nationalism,

Ethnicity.” Sociological Forum 2(2): 373–388.

West, Candace, and Don Zimmerman. 1987. “Doing Gender.” Gender and Society 1 (2):
125–151.

29
Week 8: War and Diplomacy

Questions for consideration in tutorials:

• Which definition of war do you find most useful? Why?
• Is the character of war changing? How?
• Is major power war now obsolete?

Required readings

Baylis, Smith, and Owens, The Globalization of World Politics, Chapter 14, War and World
Politics, 223–237.

Mearshimer, John. 2001. Tragedy of Great Power Politics. New York: W.W. Norton and
Company. Chapter 2, “Anarchy and the Struggle for Power,” 29-53.

Biberman, Yelena. 2018. “Self-Defense Militias, Death Squads, and State Outsourcing of
Violence in India and Turkey.” Journal of Strategic Studies 41(5): 751–781.

Rotberg, Robert. 2003. “Failed States, Collapsed States, Weak States: Causes and
Consequences,” in State Failure and State Weakness in a Time of Terror, edited by Robert
Rotberg, 1–29. Washington DC: Brookings Institution Press.

Further readings

Allison, Graham. 2017. Destined for War: Can America and China Escape Thucydides’s
Trap? Boston: Houghton Mifflin.

Barkawi, Tarak. 2016. “Decolonising War.” European Journal of International Security 1

(2): 199–214.

Chin, Warren. 2019. “Technology, War and the State: Past, Present and Future.”
International Affairs 95 (4): 765–83.

Cohn, Carol, ed. 2012. Women and Wars. Cambridge: Polity Press.

Cooper, Andrew F., and Jérémie Cornut. 2019. “The Changing Practices of Frontline
Diplomacy: New Directions for Inquiry.” Review of International Studies 45 (2): 300–319.

Dafoe, Allan, Jonathan Renshon, and Paul Huth. 2014. “Reputation and Status as Motives for
War.” Annual Review of Political Science 17 (1): 371–93.

Deudney, Daniel, and G. John Ikenberry. 2017. “Realism, Liberalism and the Iraq War.”
Survival 59 (4): 7–26.

Fearon, James D. 1995. “Rationalist Explanations for War.” International Organization 49:
379–379.

30
Freedman, Lawrence. 2019. “The Rise and Fall of Great Power Wars.” International Affairs
95 (1): 101–17.

Hall, Todd H. 2011. “We Will Not Swallow This Bitter Fruit: Theorizing a Diplomacy of
Anger.” Security Studies 20 (4): 521–55.

Henke, Marina E. 2017. “The Politics of Diplomacy: How the United States Builds
Multilateral Military Coalitions.” International Studies Quarterly 61 (2): 410–24.

Holmes, Marcus, and Nicholas J. Wheeler. 2020. “Social Bonding in Diplomacy.”

International Theory 12 (1): 133–61.

Hutchinson, John. 2017. Nationalism and War. Oxford: Oxford University Press.

Idler, Annette. 2019. “From the Margins of War to the Center of Peace-Building: How
Gendered Security Dynamics Matter.” Journal of Global Security Studies 4 (2): 279–85.

Johnson, Dominic D.P., and Monica Duffy Toft. 2013. “Grounds for War: The Evolution of
Territorial Conflict.” International Security 38 (3): 7–38.

Jones, Benjamin T., and Eleonora Mattiacci. 2019. “A Manifesto, in 140 Characters or
Fewer: Social Media as a Tool of Rebel Diplomacy.” British Journal of Political Science 49
(2): 739–61.

Kalyvas, Stathis N. 2003. “The Ontology of ‘Political Violence’: Action and Identity in Civil
Wars.” Perspectives on Politics 1: 475–494.

Keen, David. 2012. “Greed and Grievance in Civil War.” International Affairs 88 (4): 757–
77.

Lake, David A. 2010. “Two Cheers for Bargaining Theory: Assessing Rationalist
Explanations of the Iraq War.” International Security 35 (3): 7–52.

Levy, Jack, and William R. Thompson. 2010. Causes of War. Malden, MA: Wiley-
Blackwell.

Mandelbaum, Michael. 2019. “Is Major War Still Obsolete?” Survival 61 (5): 65–71.

Mousseau, Michael. 2019. “The End of War: How a Robust Marketplace and Liberal
Hegemony Are Leading to Perpetual World Peace.” International Security 44 (1): 160–96.

Sending, Ole Jacob, Vincent Pouliot, and Iver B. Neumann, eds. 2015. Diplomacy and the
Making of World Politics. Cambridge: Cambridge University Press.

Szekely, Ora. 2020. “Fighting about Women: Ideologies of Gender in the Syrian Civil War.”
Journal of Global Security Studies 5 (3): 408–26.

Tamm, Henning. 2016. “The Origins of Transnational Alliances: Rulers, Rebels, and Political
Survival in the Congo Wars.” International Security 41 (1): 147–81.

31
Week 9: Ethics and Law

Questions for consideration in tutorials:

• Why should a student of International Relations care about international law?
• Is international law different/distinct from politics?
• (Why) do states observe the rules they create?

Required readings

Baylis, Smith and Owens, The Globalization of World Politics, Chapter 19, “International
Law,” 301–315.

Adamson, Fiona B. and Chandra Sriram. 2010. “Perspectives on International Law in

International Relations.” In International Law for International Relations, edited by Basak
Çali. Oxford: Oxford University Press, 25-45.

Klabbers, Jan. 2017. “The Use of Force.” In International Law. Second Edition. Cambridge:
Cambridge University Press, 203-219.

Further readings

Alter, Karen J. 2019. “The Empire of International Law?” American Journal of International
Law 113 (1): 183–99.

Anghie, Antony. 2006. “The Evolution of International Law: Colonial and Postcolonial
Realities.” Third World Quarterly 27 (5): 739–53.

Armstrong, David, Theo Farrell, and Hélène Lambert. 2012. International Law and
International Relations. Cambridge: Cambridge University Press. Chapter 3, “Three Lenses:
Realism, Liberalism, and Constructivism,” 74-122.

Brunnée, Jutta, and Stephen J. Toope. 2018. “Self-Defence Against Non-State Actors: Are
Powerful States Willing But Unable to Change International Law?” International &
Comparative Law Quarterly 67 (2): 263–86.

Cai, Congyan. 2013. “New Great Powers and International Law in the 21st Century.”
European Journal of International Law 24 (3): 755–795.

Charlesworth, Hilary, Christine Chinkin, and Shelley Wright. 1991. “Feminist Approaches to
International Law.” American Journal of International Law 85 (4): 613–645.

Chinkin, Christine, and Mary Kaldor. 2017. International Law and New Wars. Cambridge:
Cambridge University Press, Part I: Conceptual Framework and Part II: Jus ad Bellum.

Dunoff, Jeffrey L., and Mark A. Pollack, eds. 2013. Interdisciplinary Perspectives on
International Law and International Relations: The State of the Art. Cambridge: Cambridge
University Press.

32
Goldsmith, Jack L, and Eric A Posner. 2005. The Limits of International Law. New York:
Oxford University Press.

Hakimi, Monica, and Jacob Katz Cogan. 2016. “The Two Codes on the Use of Force.”
European Journal of International Law 27 (2): 257–91.

Hurd, Ian. 2011. “Is Humanitarian Intervention Legal? The Rule of Law in an Incoherent
World.” Ethics & International Affairs 25 (3): 293–313.

Koh, Harold Hongju. 2017. “The Trump Administration and International Law.” Washburn
Law Journal 56: 413–469.

Martineau, Anne-Charlotte. 2016. “Concerning Violence: A Post-Colonial Reading of the

Debate on the Use of Force.” Leiden Journal of International Law 29 (1): 95–112.

Morris, Justin, and Nicholas J. Wheeler. 2007. “The Security Council’s Crisis of Legitimacy
and the Use of Force.” International Politics 44 (2–3): 214–31.

Reus-Smit, Christian, ed. 2004. The Politics of International Law. Cambridge: Cambridge
University Press.

Scott, Shirley. 2017. “The Rules-Based International Order.” In International Law

in World Politics: An Introduction. Third Edition. Boulder, CO: Lynne Rienner Publishers, 1-
18. A freely-accessible copy of the chapter is available on the publisher website:
https://www.rienner.com/uploads/591f012bbbb7c.pdf.

Scott, Shirley V., and Olivia Ambler. 2007. “Does Legality Really Matter? Accounting for
the Decline in US Foreign Policy Legitimacy Following the 2003 Invasion of Iraq.”
European Journal of International Relations 13 (1): 67–87.

Shaw, Malcom. 2017. “International Law and the Use of Force by States.” In International
Law. 8th Edition. Cambridge: Cambridge University Press, 851-890.

Sinclair, Adriana. 2010. International Relations Theory and International Law: A Critical
Approach. Cambridge: Cambridge University Press.

33
Week 10: Wealth and Poverty

Questions for consideration in tutorials:

• What questions, themes, and topics does International Political Economy (IPE)
emphasize? How does IPE differ from international economics?
• How is the global economy gendered and racialised?
• How do organizations, like the IMF, World Bank, WTO, and EU exercise
power in the international economic system?
• What is globalisation? (How) has the Covid-19 pandemic changed globalisation?

Required readings

Baylis, Smith, and Owens, The Globalization of World Politics, Chapter 16, “Global Political
Economy,” 253–268, and Chapter 28, “Global Trade and Global Finance,” 450–463.

Slobodian, Quinn., 2018. Globalists: The End of Empire and the Birth of Neoliberalism.
Harvard University Press. Introduction, “Thinking in World Orders,” and Chapter 5, “A
World of Races.”

Further readings

Abdelal, Rawi, Mark Blyth, and Craig Parsons. 2010. Constructing the International
Economy. Ithaca: Cornell University Press.

Cohen, Benjamin. 2017. “The IPE of Money Revisited.” Review of International Political
Economy 24 (4): 657–680.

Cooley, Alexander, and Jason Sharman. 2017. “Transnational Corruption and the Globalized
Individual.” Perspectives on Politics 15 (3): 732–753.

Desai, Mihir. 2009. “The Decentering of the Global Firm.” The World Economy 32 (9):
1271–1290.

Drezner, Daniel, and Kathleen McNamara. 2013. “International Political Economy, Global
Financial Orders, and the 2008 Financial Crisis.” Perspectives on Politics 11 (1): 155–166.

Griffin, Penny. 2007. “Refashioning IPE: What and How Gender Analysis Teaches
International (Global) Political Economy.” Review of International Political Economy 14 (4):
719–736.

Martin, Lisa. 2014. “Introduction.” In Lisa Martin, ed. The Oxford Handbook of the Political
Economy of International Trade. Oxford: Oxford University Press.

Mosley, Layna. 2005. “Globalisation and the State: Still Room to Move?” New Political
Economy 10 (3): 355–362.

34
Mosley, Layna, and David Singer. 2015. “Migration, Labor, and the International Political
Economy.” Annual Review of Political Science 18: 283–301.

Naidu, Suresh, Dani Rodrik, and Gabriel Zucman. 2019. “Economics After Neoliberalism”
Boston Review 15 February. http://bostonreview.net/forum/suresh-naidu-dani-rodrik-
gabrielzucman-economics-after-neoliberalism.

Oatley, Thomas. 2017. “Open Economy Politics and Trade Policy.” Review of International
Political Economy 24 (4): 699–717.

Pistor, Katharina. 2019. The Code of Capital: How the Law Creates Wealth and Inequality.
Princeton: Princeton University Press.

Ravenhill, John. 2014. Global Political Economy, 4th edition. Oxford: Oxford University
Press. Chapter 7, “The Evolution of the International Monetary and Financial System”, 173–
196; Chapter 6, “Regional Trade Agreements”, 139–170; Chapter 11, “The Globalization of
Production”, 282–304.

Rodrik, Dani. 2017. Straight Talk on Trade: Ideas for a Sane World Economy. Princeton:
Princeton University Press.

Seabrooke, Leonard, and Kevin Young. 2017. “The Networks and Niches of International
Political Economy.” Review of International Political Economy 24 (2): 288–331.

Shilliam, Robbie. 2018. Race and the Undeserving Poor: From Abolition to Brexit.
Newcastle: Agenda Publishing.

Tooze, Adam., 2018. Crashed: How a Decade of Financial Crises Changed the World.
Penguin.

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Week 11: The Environment

Questions for consideration in tutorial:

• What do you consider the main global environmental problems, and what are their
causes? Particularly, what are the political and socio-economic factors that have
contributed to them?
• Does the world need Global Environmental Governance, or can/should each state
address the issues as it sees fit?
• What do various theoretical perspectives (e.g. realism, liberalism, constructivism) tell
us about addressing global environmental problems?
• What is the relationship between globalization and environmental challenges?
• What are some of the strengths and drawbacks of market based international
environmental policy?
• What are some of the ways the international community collaborates to solve
environmental issues? Are some ways more effective than others?

Required readings

Baylis, Smith, and Owens, The Globalization of World Politics, Chapter 24, “Environmental
Issues,” 385–401.

Bäckstrand, Karin, and Eva Lövbrand. 2006. “Planting Trees to Mitigate Climate Change:
Contested Discourses of Ecological Modernization, Green Governmentality and Civic
Environmentalism.” Global Environmental Politics 6 (1): 50-75.

Biermann, Frank, and Philipp Pattberg. 2012. Global Environmental Governance

Reconsidered. Cambridge: MIT Press. Chapter 1, “Global Environmental Governance
Revisited,” pp 1–23.

Further readings

Asiyanbi, Adeniyi, and Jens Friis Lund. 2020. “Policy Persistence: REDD+ between
Stabilization and Contestation.” Journal of Political Ecology 27(1).

Bebbington, Jan, and Carlos Larrinaga-González. 2008. “Carbon Trading: Accounting and
Reporting Issues.” European Accounting Review 17 (4): 697–717.

Collins, Yolanda Ariadne. 2019. “Colonial Residue: REDD+, Territorialisation and the
Racialized Subject in Guyana and Suriname.” Geoforum 106: 38-47.

Collins, Yolanda Ariadne. 2019. “How REDD+ Governs: Multiple Forest Environmentalities
in Guyana and Suriname.” Environment and Planning E: Nature and Space 3 (2): 323-345.

Gardiner, Stephen M. 2010. “Ethics and Climate Change: An Introduction.” Wiley

Interdisciplinary Reviews: Climate Change 1 (1): 54-66.

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Gupta, Joyeeta. 2010. “A History of International Climate Change Policy.” Wiley
Interdisciplinary Reviews: Climate Change 1 (5): 636-653.

Keohane, Nathaniel, and Sheila Olmstead. 2016. “Principles of Market-Based Environmental

Policy.” In Markets and the Environment, 2nd edition, 139–167. Island Press.

Oels, Angela. 2005. “Rendering Climate Change Governable: From Biopower to Advanced
Liberal Government?” Journal of Environmental Policy & Planning 7 (3): 185-207.

O’Neill, Kate. 2017. The Environment and International Relations. Cambridge: Cambridge
University Press, “Introduction: The Environment and International Relations.”

Okereke, Chukwumerije, Harriet Bulkeley, and Heike Schroeder. 2009. “Conceptualizing

Climate Governance Beyond the International Regime.” Global Environmental Politics 9 (1):
58-78.

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Week 12: Pandemics and Global Politics

There are no tutorials to discuss this material and there will not be a Final Assessment question
on this topic. During your time at St Andrews, you are expected to grow increasingly self-
directed in your reading and writing, culminating (for single honours students) in a 12,000-
word dissertation during the fourth year. This week is a step toward greater self-direction; we
have selected readings and additional resources (in Moodle), with the expectation that you will
use these as a springboard to investigate aspects of the topic that interest you most.

Questions for reflection and guided reading:

• Who decides what issues are global health priorities?
• What factors shape the effectiveness of global health governance?
• Compare one public health success (e.g. the eradication of smallpox) with one public
health failure or unresolved issue. What explains the difference?
• What factors contribute to—or limit—the WHO’s ability to provide leadership in the
coronavirus pandemic? Are international organisations like the WHO scapegoats?

Required readings

Burci, Gian Luca. 2018. “Health and Infectious Disease .” In The Oxford Handbook on the
United Nations. Second Edition. Edited by Thomas G. Weiss and Sam Daws. Oxford: Oxford
University Press, 679-694.

Frenk, Julio, and Suerie Moon. 2013. “Governance Challenges in Global Health.” New
England Journal of Medicine 368: 936-942.

Harman, Sophie. 2014. “Global Health Governance.” In International Organization and

Global Governance. Edited by Thomas G. Weiss and Rorden Wilkinson. Oxford: Routledge,
656-667.

Further readings

Supplemental issue of International Organisation on Covid-19 and global politics. Available

at https://www.cambridge.org/core/journals/international-organization/information/io-covid-
19-online-supplemental-issue.

Farmer, Paul, Jim Yong Kim, Arthur Kleinman, and Matthew Basilico. 2013. Reimagining
Global Health: An Introduction. Berkeley: University of California Press. Chapters 3-5, 11.

Ruger, Jennifer Prah. 2018. Global Health Justice and Governance. Oxford: Oxford
University Press. Chapters 1-2.

Aginam, Obijiofor. 2005. Global Health Governance: International Law and Public Health
in a Divided World. 1st edition. Toronto: University of Toronto Press.

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Biehl, Joao, and Adriana Petryna, eds. 2013. When People Come First: Critical Studies in
Global Health. 1st ed. Princeton: Princeton University Press.

Davies, Sara E., Adam Kamradt-Scott, and Simon Rushton. 2015. Disease Diplomacy:
International Norms and Global Health Security. Baltimore: Johns Hopkins University Press.

Davies, Sara E. 2019. “Artificial Intelligence in Global Health.” Ethics & International
Affairs 33 (2): 181–92.

Elbe, Stefan. 2018. Pandemics, Pills, and Politics: Governing Global Health Security.
Baltimore, Maryland: Johns Hopkins University Press.

Harrington, John, and Maria Stuttaford, eds. 2010. Global Health and Human Rights: Legal
and Philosophical Perspectives. Hoboken, NJ: Taylor and Francis.

Gostin, Lawrence, Devi Sridhar, and Daniel Hougendobler. 2015. “The Normative Authority
of the World Health Organization.” Public Health 129 (7): 854-863.

Graham, Erin R. 2014. “International Organizations as Collective Agents: Fragmentation and

the Limits of Principal Control at the World Health Organization.” European Journal of
International Relations 20 (2): 366–90.

Kickbusch, Ilona, Graham Lister, Michaela Told, and Nick Drager, eds. 2013. Global Health
Diplomacy: Concepts, Issues, Actors, Instruments, Fora and Cases. New York: Springer.

Leon, Joshua K. 2015. The Rise of Global Health: The Evolution of Effective Collective
Action. Albany: SUNY Press.

Macklin, Ruth. 2012. Ethics in Global Health: Research, Policy and Practice. 1 edition.
Oxford: Oxford University Press.

McInnes, Colin, and Anne Roemer-Mahler. 2017. “From Security to Risk: Reframing Global
Health Threats.” International Affairs 93 (6): 1313–37.

McInnes, Colin, and Kelley Lee, eds. 2018. The Oxford Handbook of Global Health Politics.
New York: Oxford University Press.

Meier, Benjamin Mason, and Lawrence O. Gostin, eds. 2018. Human Rights in Global
Health: Rights-Based Governance for a Globalizing World. Oxford: Oxford University Press.

Patterson, Amy S. 2018. Africa and Global Health Governance: Domestic Politics and
International Structures. Baltimore: Johns Hopkins University Press.

Wenham, Clare. 2019. “The Oversecuritization of Global Health: Changing the Terms of
Debate.” International Affairs 95 (5): 1093–1110.

Youde, Jeremy. 2018. Global Health Governance in International Society. Oxford: Oxford
University Press.

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