Theorizing change in the English school
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2945-7815
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Trine FLOCKHART and Zachary PAIKIN (eds), Rebooting global international society : change, contestation and resilience, Cham : Palgrave Macmillan, 2022, Governance, security and development, pp. 21-39
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FLOCKHART, Trine, Theorizing change in the English school, in Trine FLOCKHART and Zachary PAIKIN (eds), Rebooting global international society : change, contestation and resilience, Cham : Palgrave Macmillan, 2022, Governance, security and development, pp. 21-39 - https://hdl.handle.net/1814/93009
Abstract
Hedley Bull was mainly concerned with how to maintain order in international society rather than how international order and the institutions that sustain it, might change. Although his focus was understandable within the context of the Cold War, it meant that English School theorizing on change has rested on an understanding of change as either linear or disruptive, but rarely as agent-led and strategic. The chapter seeks to open for more focused and sustained theorizing about change in the English School to enhance our understanding of how order can be strategically adapted to remain resilient in a challenging and transforming environment. The chapter offers an account of how change has been conceived and theorized in the English School so far, before outlining a new relational and holistic framework as a further step towards a theory of change in the English School.
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Published: 01 January 2023