ME

Notes for International Relations: Global Politics and Theory — Course Introduction

Global Politics and IR: Lecture Notes

  • Context and framing of the subject

    • The lecture opens with a provocative perspective on contemporary violence, referencing claims that a genocide is occurring and citing a group of experts (approx. 150) in genocide studies to support the claim, noting the situation is ongoing.
    • The speaker cautions about bias while acknowledging that the period since the end of the Cold War has been complex and conflicted.
    • The United States is framed as a central actor in the liberal international order, with critiques of domestic leadership and foreign policy, including a reference to a leader described as an absolute lunatic by some observers.
    • Canada’s position is discussed in relation to U.S. policy, including debates about security, trade, and reliance on the U.S. military presence next door.

  • Global order and power shifts

    • The “liberal international order” (core institutions such as the UN, World Bank, IMF, NATO) is described as unraveling in real time, with various states seeking to challenge or reconfigure the order.
    • China is identified as a rising great power, pursuing mechanisms to match or surpass U.S. power.
    • An emerging trilateral alignment among Russia, China, and India is highlighted, sometimes described as a bloc countering U.S. influence, with Iran and North Korea added as regional actors shaping geopolitics.
    • Sanctions on Russia are viewed as largely ineffective, with China described as maintaining Russian oil imports and using those revenues to fund military activities in Ukraine.
    • The role of energy politics is emphasized: China has shifted away from Saudi Arabia toward Russia for oil, illustrating how energy dependencies sustain geopolitical strategies.

  • Global challenges and environmental context

    • Acknowledgement of multiple lenses (scientific consensus vs different belief systems) in evaluating the physical world; the earth is experiencing record temperatures, with the hottest years occurring in the last four years, and biodiversity loss is accelerating.
    • Global migration trends are discussed as people seek better living conditions in the face of conflict and environmental pressures.
    • The rise of right-wing movements, authoritarianism, fascism, and neo-Nazism is highlighted as a trend in several regions, with notable scholarship on fascism (Timothy Sinclair) observing its growth and potential domestication in various countries.
    • The rise of the Trump-like political movement is used as an example of the global shift toward right-wing populism and calls for homogenization of society (white, heterosexual privileging).
    • The idea that the U.S. seeks global dominance (including near-contiguity with Canada and influence in the Western Hemisphere) is discussed in the context of a perceived decline in U.S. power and a push to maintain control despite changes in global leadership.

  • Regional politics, security, and conflict dynamics

    • The Russia-Ukraine war is presented as a focal conflict with broader implications for the international system.
    • Sanctions and economic tools are treated as insufficient to deter Russian aggression according to the speaker’s perspective, with sanctions depicted as ineffective in altering strategic calculations.
    • The Alaska meeting (Putin with an unnamed counterpart) is cited to illustrate ongoing high-level diplomacy amidst war crimes concerns and tension around accountability in international law.
    • The United States is portrayed as not being a signatory to the International Criminal Court (ICC), which is presented as allowing world leaders or war criminals to travel without apprehension in the U.S.; this is used to critique the limitations of international law enforcement.

  • Domestic and institutional reflections in Canada and higher education

    • Canada faces questions about its strategic orientation, its friends, and how to engage in trade and security partnerships.
    • The course maker notes gaps in area studies within Canada (loss of faculty in Asia and U.S. specialization) and uses this to illustrate the broader question of where to allocate scarce resources.
    • The issue of healthcare access and wait times is raised as part of domestic policy concerns affecting social stability and the ability to participate in global affairs.
    • Greenland’s status and U.S. interest in acquiring influence over Greenland is mentioned as an example of shifting regional dynamics and sovereignty concerns; the rest of the world (e.g., Denmark, Greenland) reacts to perceived U.S. strategic moves.

  • Conceptual frame: theory, methods, and the purpose of IR

    • The lecturer emphasizes that theory provides a lens or analytic framework for understanding world politics, noting that different theories yield different pictures of the same phenomena.
    • The two dominant traditional theories are realism and liberalism.
    • Realism focuses on power, security, and state-centric competition, often portraying international politics as a struggle for relative gains and security via military capacity.
    • Liberalism emphasizes institutions, cooperation, rule of law, and interdependence; it suggests that international organizations can mitigate conflict and create shared norms.
    • The field has expanded to include Marxist, feminist, constructivist, and postcolonial perspectives, among others, to address limitations of realism and liberalism.
    • A Marxist view highlights capitalism’s global integration and the flow of capital, labor, and goods as core drivers of inequality and power imbalances.
    • Feminist IR critiques traditional theories for gender blindness (e.g., ignoring women’s roles and the labor they perform) and emphasizes how gendered power relations shape international outcomes.
    • Postcolonial theories challenge Eurocentric and Western-centric narratives, highlighting imperial histories and the ongoing effects of colonialism on the Global South.
    • Constructivism focuses on ideas, norms, identities, and discourse as shaping actors’ interests and actions; it stresses that many international phenomena are socially constructed.
    • The text also notes the prevalence of Eurocentric, masculine, and white-centric assumptions in some scholarly traditions and calls for broader inclusion of diverse perspectives.
    • A Canadian IR theorist, Robert Cox, is cited for the view that theory has a purpose, implying that the choice of theory is not neutral but serves particular ends or political commitments.

  • Theory, knowledge, and research methods in IR

    • The field debates about how to know things: empirical data and statistics vs. interpretation and qualitative analysis.
    • Objectivity is questioned due to the inherently subjective aspects of studying human actors and social processes; no approach is completely neutral.
    • Methodological pluralism is acknowledged, with ongoing debates about how best to study international politics.

  • Course structure, learning outcomes, and assessment (practical anchors)

    • The course is an introduction to international relations, with a focus on world politics and the alignment between theory and empirical events.
    • The learning outcomes emphasize developing the ability to think critically and to construct well-supported arguments, demonstrating robust evidence and engagement with readings.
    • The instructor stresses the importance of reading and thinking, not merely memorizing, and rails against simply reproducing arguments without critical engagement.
    • There is concern about plagiarism and the use of AI-generated or unoriginal papers; the instructor insists on proper citation and footnotes (Chicago, APA, MLA are all acceptable) to avoid plagiarism.
    • The course uses a combination of lectures, discussion sections, and short reading guides to promote active participation and engagement with material.

  • Course logistics and structure

    • Textbook: a single required text is available in a competitive price range (noted as 57, contrasting with a much higher price for a typical textbook).
    • Brightspace (learning management system) provides access to readings, reserve materials, and other course content.
    • Discussion sections occur after class (e.g., 04:30 PM); attendance and participation can significantly impact grades.
    • The course includes four reading guide assignments, with three required to submit (3 out of 4, due at fixed dates).
    • Each reading guide has questions tied to the course outline.
    • No opportunity to make up missed reading guides; late or missing work reduces the grade.
    • There are two paper assignments (no midterm):
    • Paper 1: requires researching a war and applying two different theories to it; due on October 14.
    • Paper 2: topics released several weeks in advance (late enough for thorough preparation); due on November 18.
    • Final exam accounts for 30 ext{%} of the grade.
    • Grading components (informal breakdown): discussion participation, three reading guides (out of four), two short papers, final exam.
    • The lecturer emphasizes progress and feedback, using examples of grade trajectories (e.g., a student moving from B to A- on the final exam) to illustrate improvement.

  • Study strategies and academic integrity

    • Students are encouraged to attend discussion sections regularly and participate to maximize understanding and grades.
    • If life events interfere, students should inform their teaching assistant (TA) promptly.
    • Proactive planning is recommended: start the papers early, budget enough time for drafting and proofreading, and use library resources for citations.
    • There is a strong emphasis on the quality of citations; footnotes and consistent referencing are essential to avoid plagiarism. The library provides resources for Chicago, APA, MLA styles.
    • The instructor acknowledges the reality of competing time demands (e.g., football games, other commitments) but warns against last-minute work; effective study involves pre-reading and active engagement with the material.

  • Real-world relevance and ethical reflections

    • The lecture links IR theory to contemporary events (genocide debates, great power competition, energy politics, migration, climate change) to illustrate why IR matters for policy and ethics.
    • The discussion surfaces normative questions about responsibility, humanitarian intervention, and the effectiveness of international institutions.
    • Debates about the legitimacy and efficacy of sanctions, the role of international law (ICC), and the responsibilities of powerful states in upholding or undermining global norms are foregrounded.
    • The tension between national sovereignty and global governance is highlighted through examples like Greenland and denial of U.N. mandates.
    • Ethical implications of inequality, the impact of climate change on security, and the human consequences of geopolitical strategies are integral to IR inquiry.

  • Key terms, concepts, and connections to foundational principles

    • Liberal international order (core institutions): UN, World Bank, IMF, NATO; the claim that the order is unraveling.
    • Genocide: a contested but central humanitarian concept; experts debate whether current actions constitute genocide.
    • Realism: state-centric, power-based pursuit of security; war as a frequent activity in an anarchic international system.
    • Liberalism: cooperation through institutions, rule of law, and norms that promote peaceful interaction.
    • Marxism: capitalism as a driver of global interdependence, inequality, and exploitation.
    • Feminist IR: gender as a fundamental factor in international politics; critique of male-centered analyses and the invisibility of women’s labor and perspectives.
    • Constructivism: role of ideas, identities, norms in shaping state behavior and interests.
    • Postcolonialism: critiques of Eurocentrism and continuities of colonial influence in modern politics.
    • International Criminal Court (ICC): jurisdictional limitations for some states; U.S. non-membership considered in the critique of global justice mechanisms.
    • Millennium Development Goals (MDGs): framework of global development goals (noted as 10 fundamental needs or objectives) historically guiding international development efforts.

  • Mathematical and numerical references (LaTeX notation)

    • Number of genocide scholars cited: 150 experts.
    • Time references: “two months ago” for a specific condemnation; “end of World War II” as a frame for the liberal order; “three of the last four years” as the hottest years on record.
    • Global population and migration metrics are discussed qualitatively, with references to large movements of people (millions) seeking better living conditions.
    • Trade and economic scales: “108 years” of Canada-U.S. trade relationship; “50% of Canadians” living within a certain radius of the U.S. (approx. 50\%).
    • Military and security references: discussions of the U.S. largest military force, and the costs of defense acquisitions (e.g., F-35 purchase is mentioned).
    • Reading and assignment quantities: four reading guides (choose 3/4), two papers, one final exam (30\% of grade).

  • Connections to prior knowledge and real-world relevance

    • Links to foundational IR theories taught in earlier lectures (realism, liberalism) and the expansion of theorizing to include critical and postcolonial perspectives.
    • Emphasizes the importance of theory as a lens to interpret events such as great-power competition, military intervention, sanctions, and humanitarian crises.
    • Encourages students to connect course content with contemporary news coverage, policy debates, and scholarly discourse on topics like genocide, migration, inequality, and climate security.

  • Practical implications and ethical considerations discussed

    • The gut-level critique of current U.S. foreign policy invites reflection on moral responsibilities in foreign aid, humanitarian action, and international law enforcement.
    • Debates about the effectiveness of sanctions invite examination of how economic tools can influence or fail to influence state behavior.
    • The role of global institutions in maintaining or reshaping peace and security is debated, highlighting tensions between sovereignty and collective governance.
    • The course foregrounds the ethical implications of representing historical events and contemporary politics, urging critical thinking about bias, representation, and accountability.

  • Quick reference guide to typical exam and assignment structure

    • Reading guides: 4 total, submit 3 (no makeup for missing guides).
    • Papers: Two short papers; Paper 1 due October ext{ }14; Paper 2 due November ext{ }18; Paper topics released in advance.
    • Final exam: worth 30\% of the final grade.
    • Participation: discussion sections play a meaningful role in the overall grade; attendance and active engagement are encouraged.

  • Study tips and reminders (recap)

    • Start early: allocate dedicated time blocks for reading and note-taking (e.g., a few hours of focused study rather than scattered 30-minute windows).
    • Engage with readings in a structured way: annotate, connect to theories, prepare questions for discussion.
    • Use Brightspace to access readings and reserve materials; check due dates regularly.
    • Maintain rigorous citation practices to avoid plagiarism; use provided citation styles consistently.
    • Discuss with peers and TAs to clarify difficult concepts and receive feedback on progress.
    • Be mindful of the broader ethical implications of IR topics when synthesizing arguments and presenting evidence.

  • Key takeaways for the exam preparation

    • Understand the core IR theories (realism, liberalism) and how newer theories (Marxism, feminism, postcolonialism, constructivism) extend or challenge them.
    • Be able to analyze contemporary global issues (genocide debates, liberal order, great-power competition, sanctions, climate and migration, wAR dynamics) through multiple theoretical lenses.
    • Demonstrate awareness of the empirical and normative dimensions of IR, including the role of institutions, law, and norms in shaping state behavior.
    • Practice formulating evidence-based arguments with clear citations and logical structure, as emphasized by the instructor.

  • Quick glossary (selected terms)

    • Genocide, humanitarian intervention, liberal international order, realism, liberalism, Marxism, feminism, constructivism, postcolonialism, international law, ICC, MDGs, sanctions, interdependence, sovereignty, sovereignty-norm gap, global South, Third World.

This set of notes captures the major and minor points raised in the lecture, with explicit attention to theoretical frameworks, current global dynamics, course logistics, and the ethical and practical implications that shape the study of international relations.