International relations theory and the third world academic : bridging the gap
Date
2008-12
Authors
Dietrich, Nicholas Julian
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : Stellenbosch University
Abstract
This thesis takes as its point of departure the problem that the disciplined study of
International Relations (IR), whose very basis of existence makes claims towards
universality and international applicability, is seen by some to push pertinent issues
relating to the majority of the world’s population to the periphery of its enquiry. It begins
by exploring the concept “Third World”, arguing for its continued relevance in the post-
Cold War arena as generalised term when referring to the “majority of the world’s
population”. It is then theorised that one can parallel the marginalisation of the Third
World in the global political economy with a perceived marginalisation of a “Third World
academic” in the discipline of IR. By making use of both quantitative and qualitative
methods, the thesis investigates the production of knowledge within the discipline of IR
theory to argue that a possible root cause for the above problem could be the absence
of Third World academic contributions to the core of the discipline. Embarking from the
notion that IR theory is dominated by a British-American condominium of authorship, by
re-interpreting the data provided by Ole Waever on academic contributions to leading IR
journals, the researcher concludes that “Third World academics” find themselves on the
periphery of knowledge production within the discipline of IR and are therefore
dependent on the core to construct knowledge. A brief critical look at the history of the
social sciences dominated by Western science as a hegemonic and specific
“ethnoscience” furthermore puts into context the development of IR as a conversation
dominated by voices from the First World academic community. With reference to the
concepts of “responsibility” and “reflexivity” as they relate to theory, it is proposed that
the development of IR as a discipline can be equated to a dialogue/conversation rather
than a debate. For the dialogue to be responsible, all voices should be considered valid
contributors, while all contributors should themselves act responsibly by being selfreflexive.
Ultimately, although the discipline of IR must open up to contributions from the
Third World, for the development of a truly global discipline that reflects the diversity of
global interactions, it is necessary for academics from the Third World to establish
themselves within the discourse by producing valuable contributions towards advancing
the discipline as a whole and stepping out of the periphery by realising the importance of
teaching and understanding “theory”.
Description
Thesis (MA (Political Science. International Studies))--Stellenbosch University, 2008.
Keywords
International relations theory, Theses -- Political science, Dissertations -- Political science