While talk would suggest that there exists some kind of unitary and durable actor called ‘international community’, it is far from clear who or what it represents.
The English School has resisted well to criticism and calls for closure over the years, refining some of its under-specified aspects without losing its central identity
Historiography becomes not only a valuable object of study, but also a crucial reminder that every present has its own version of the past.
The concept of ‘civilization’ differentiates, evaluates, includes, and excludes. In doing so, the civilization discourse creates global hierarchies.
Buzan’s seminal work on the English School offers a stimulating introduction for all students and scholars of IR and highlights the need for further research
The globalization of the English School is currently taking place as non-Western theories develop. It will be interesting to see how this evolves and whether it leads to a post-Western world society.
The English School exists where positivists and post-positivists often fear to tread: at the intersections between power, law and idea(l)s, order and justice, humanity and community, history and the present.
Robert Murray’s edited collection ‘System, Society and the World’ illustrates the value of a pluralist approach under the umbrella of English School research.
The regional agenda of the English School has so far neglected the polysemy of institutions within international society, which in turn relies on a distinction between norms and rules.
Until the practitioners of the English School begin to define precisely what an ES research program would look like, the School’s impact on international theory remains outside the mainstream.
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