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.
Introduction: The Making of Chinese International Theory? Yongjin Zhang and Teng-Chi Chang Part I Ongoing Debates 1. What’s in a Name? A Critical Interrogation of the "Chinese School of IR" L. H. M. Ling 2. The ‘Chinese School’ Debate: Personal Reflections REN Xiao 3. Why Is There No Chinese IR Theory? A Cultural Perspective WANG Yiwei and HAN Xueqing 4. The Rise of China and Chinese IR Theories: Practice and Theory- Building Weixing Hu 5. Debating the Chinese School of IR: A Reflective Review from Taiwan Teng-Chih Chang 6. Mapping the World from a Chinese Perspective? The Debate on Constructing an IR Theory with Chinese Characteristics Nele Noesselt Part II Towards Sociological Realities 7. The English and Chinese Schools of International Relations: Comparison and Lessons WANG Jiangli and Barry Buzan 8. Navigating the Core-Periphery Structures of ‘Global’ IR: Dialogues and Audiences for the Chinese School as Travelling Theory Peter Marcus Kristensen 9. The Tsinghua Approach and the Future Direction of Chinese International Relations Research XU Jin and SUN Xuefeng 10. Balance of Relationship as Chinese School of IR: Being Simultaneously Confucian, Post-Western, and Post-Hegemonic Chih-yu Shih and Chiung-Chiu Huang 11. Constructing a Chinese School of IR as Sociological Reality --Intellectual Engagement and Knowledge Production Yongjin Zhang Conclusion. Constructing a Chinese School(s) of IR and Its Intellectual Discontent Hun Joon Kim
Historically, the International Relations (IR) discipline has established its boundaries, issues, and theories based upon Western experience and traditions of thought. This series explores the role of geocultural factors, institutions, and academic practices in creating the concepts, epistemologies, and methodologies through which IR knowledge is produced. This entails identifying alternatives for thinking about the "international" that are more in tune with local concerns and traditions outside the West. But it also implies provincializing Western IR and empirically studying the practice of producing IR knowledge at multiple sites within the so-called ‘West’.
We welcome book proposals in areas such as:
Series Editors: Arlene B. Tickner, Universidad del Rosario, Colombia, David Blaney, Macalester College, USA and Inanna Hamati-Ataya, University of Cambridge, UK
Founding Editor: Ole Wæver, University of Copenhagen, Denmark