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Sil and Katzenstein present analytic eclecticism as a pragmatic, problem-driven, policy-oriented heuristic, posed against the paradigmatism and parsimony inhibiting the study of world politics. I argue that Sil and Katzenstein's approach is both promising (in that it is one of the more flexible available frameworks to bring separate research traditions into fruitful dialogue) and potentially problematic (if it limits itself to the triad of realism, liberalism, and constructivism). Informed by a recent methodological turn in post-positivist International Relations (IR) and Political Science, this essay takes seriously eclecticism's commitment to theoretical multilingualism by imagining an eclectic engagement beyond the heuristic's original purview and calling for eclectic attention to reflexivity, constitutive theorizing, and the dynamics of power and ethics. The article reflects on existing disciplinary power dynamics and disparities and the urgent demand for scholars to more fully contribute to developing effective approaches to real-world threats, such as climate change.

This paper demonstrates the value of political metaphor analysis as a tool for answering constitutive questions in International Relations (IR) theory, questions that attend to how the subjects of international politics are constituted by encounters with other subjects through representational and interactional processes. To this end, I examine the key metaphors within American political discourse that guided and structured early Sino-American interactions, focusing on US Secretary of State John Hay's Open Door notes and the contemporaneous Chinese Exclusion Acts. Viewed from a social constructivist metaphor perspective, this metaphorical protection of free trade and great power privilege hid the assumption that China was unable to act as its own doorkeeper, obscuring debates in the domestic and international spheres as to the meaning of 'Chinese' and the appropriate strategy for managing the encounter. A second approach, the cognitive perspective, builds on the seminal IR applications of cognitive linguistics and cognitive metaphor theory to reveal the deeper conceptual basis, specifically the CONTAINER schema, upon which this encounter was predicated. Used in tandem, these two approaches to the constitutive role of political metaphor illuminate the processes by which metaphors win out over competing discourses to become durable features of international social relations. Adapted from the source document.

Why has English School theory, even as it has been re-imagined as critical international society theory, ignored the workings of gender in international politics? This article stages an encounter between the English School and feminists in International Relations (IR), first demonstrating the broad compatibility of the two approaches. I argue that to conduct a conversation between English School and IR feminist approaches, it is necessary to reconstruct the English School's three traditions -- Realist, Rationalist, and Revolutionist -- so as to allow a greater role for gender as a category of analysis. I then review the work of two key English School scholars, Hedley Bull and Barry Buzan with this reconstruction in mind. Finally, I argue that IR theorists who have participated in the recent English School revival should consider integrating gender into its theoretical and research agenda, and show several examples of how a hybrid approach can be brought to bear on the expansion of international society, diplomacy, and human rights. Adapted from the source document.

AbstractWhy has English School theory, even as it has been re-imagined as critical international society theory, ignored the workings of gender in international politics? This article stages an encounter between the English School and feminists in International Relations (IR), first demonstrating the broad compatibility of the two approaches. I argue that to conduct a conversation between English School and IR feminist approaches, it is necessary to reconstruct the English School's three traditions – Realist, Rationalist, and Revolutionist – so as to allow a greater role for gender as a category of analysis. I then review the work of two key English School scholars, Hedley Bull and Barry Buzan with this reconstruction in mind. Finally, I argue that IR theorists who have participated in the recent English School revival should consider integrating gender into its theoretical and research agenda, and show several examples of how a hybrid approach can be brought to bear on the expansion of international society, diplomacy, and human rights.