Everyday International Relations
Writing Assignment and Oral Presentation Guidelines
Theme and Thesis
The theme of the paper should elaborate on how everyday acts by
individual human beings affect and are affected by other people around
the world as well as larger processes of world affairs. There are an
infinite number of ways of analyzing everyday international relations
which allows students to tailor their paper to their interests
regarding the theoretical aspects and empirical subject matter of
everyday IR. Some examples of everyday international relations are as
follows (each of these are hypothetical scenarios based on some common
acts people perform everyday):
• An individual builds guest houses in his village in Bolivia to host
visitors who want to see what life is like in a farming community.
• A coffee house owner in England decides to purchase only coffee obtained through fair trade practices.
• A group of students in Canada organizes rallies to protest governments’ policies towards political refugees.
• A woman from the United States escorts individuals to Thailand for gender affirming surgery.
• People from Sweden travel to Denmark to purchase alcohol to bypass retail restrictions at home.
• A group of Buddhist monks from Laos establish a small monastery in
France to serve the local immigrant community but also extend outreach
to French people interested in Buddhism.
• An individual in Burundi operates an internet radio station broadcasting local folk music worldwide online.
• A group of activists in India provides education in rural areas to combat human trafficking.
• An environmentalist in Iran writes an internationally
distributed newsletter documenting ecological damage throughout
the region..
Clearly the above is only a very small list and does not represent an
exhaustive summary of the ways in which everyday international
relations can be manifested. Notice also that these examples of
everyday international relations differ in form from what is typically
considered legitimate subject matter for study in traditional theories
of international relations which tend to focus on the actions of
states, governments, and formal organizations.
Notice also that these instances of everyday international relations
expand the scope of factual subject matter that could be considered
international relations. Among the actions referenced above are the
following subject matters (again, this is not an exhaustive list):
• Business or economic decisions undertaken by one person or a small number of people.
• Social movement activity.
• Shopping choices expressed in the aggregate by people making individual choices.
• Acts of generosity or kindness.
• Actions that transgress (or uphold) dominant norms.
• Documentation of alleged wrongdoing
• Actions that do not seem overtly political.
• Transmission of cultural expression.
Finally, instances of everyday international relations of the sort laid
out in the scenarios above can have an impact on world affairs writ
large in ways such as these:
• Discreet business decisions can affect regional or global economies.
• Acts of protest can bring about awareness and calls for policy change.
• Cultural exchanges can improve people’s daily lives.
• Documentation of wrongdoing can lead to legal action.
• People acting collectively, although motivated by personal gain, can bring about government response.
In other words, writing the paper for this course involves three main
tasks—finding a an example of everyday international relations,
analyzing the way(s) in these examples affect and/or are affected by
other people around the world, and arriving at a conclusion about what
constitutes legitimate subject matter for the study of international
relations and why.
Everyday International Relations as Empirical Subject Matter
Traditional theories of international relations—most notably, Realism,
Liberalism, Constructivism, and Marxism—theorize international
relations as made up of actors such as governments, states,
corporations, organizations, and institutions, that act in the
aggregate. The actions of these entities are typically understood as
involving political undertakings such as diplomacy, war, trade
negotiations, treaties, sanctions, laws passed domestically that have
en effect on foreign policy, regulations, etc. Even the Constructivist
approach, which prioritizes ideational factors such as norms (as
opposed to purely material resources) identifies governmental actors as
the primary agents in international relations.
Of the major theoretical perspectives in the study of international
relations, only Feminist theory puts an emphasis on everyday people as
agents of international relations and the acts of those individuals as
a part of the ontological reality of world affairs (ontology, meaning
factual subject matter), and even some strands of Feminist theory tend
to prioritize large-scale international “structures.” Aside from
Feminist theory, a small but growing literature in the field of
international relations focuses on “everyday international relations”
(some of that literature is included in the required reading for this
course).
Everyday international relations is comprised precisely of the acts of
individuals and groups of individuals in mostly non-official,
non-governmental capacity. It is made up of daily activities, some
undertaken without conscious effort to effect change, which nonetheless
have an impact globally and are affected by actions taken elsewhere in
the world. The growing literature on everyday international relations
considers these actors and actions legitimate objects of study that are
essential features of world affairs. Studied as factual subject matter,
everyday international relations can be seen as important for
understanding the causes, nature, and effects of what is generally
understood as the “stuff” of international relations.
Identifying Examples of Everyday International Relations and Developing a Paper Topic
The first task for writing the paper for this class is to identify
an example of everyday international relations of the sort described
above. In choosing an example of everyday international relations
students can draw on any aspect of politics, economics, society, or
culture in any country or as it applies to a global issue or
international relations. The instance of everyday international
relations could be from one or more countries. Students can use the
list above as a guide. Reading news sources or simply relying on
personal observations is one way to start this project.
In choosing an example of everyday international relations students
should try to identify an original example that has not been chronicled
extensively, although the larger concept (e.g., commerce, social
activism, journalism, acts of transgression, acts of kindness)
obviously will have been written about in the wider literature on
everyday international relations. Everyday international relations is a
common and pervasive feature of international relations (albeit, one
that until late has largely gone unnoticed), and therefore it is
unlikely students will find a concept that no one has noticed before.
However, there should be something original about each student’s
analysis and therefore a plausible approach to the project could be to
study the application of theories of everyday international relations
to a specific issue.
Students also could undertake a comparative analysis of several
instances of everyday international relations. For example, scholars
have documented ways in which organized labor constitutes a form of
everyday international relations. A student could compare the relative
effectiveness of efforts to organize labor to determine which
strategies are more likely to bring about change relative to others. In
analyzing instances of everyday international relations students might
also ask who initiates change and how that change affects other people
in other parts of the world. What are the reactions of institutions of
formal political authority in the face of instances of everyday
international relations? Are those who undertake everyday international
relations leaders, political opponents, interest groups, social
movements, outside experts, revolutionaries? Questions such as these
offer potentially useful avenues by which to develop a paper topic.
Students should also consider counterfactuals. That is, would we expect
a different outcome if different forms of everyday international
relations were employed? This is an essential ingredient of any
analytical social science paper.
Research and Empirical Evidence
Evidence to support the paper’s thesis can be about any aspect of
everyday international relations. Relevant topics/issue areas that
could serve as the paper’s subject matter include, but are not limited
to, the following (i.e., this is only a partial list):
• Economic policy
• Social welfare issues
• Political participation via political parties, referenda, interest groups, social movements, etc.
• Questions of identity including race, ethnicity, religion, culture, language, etc.
• Political change
• Relations between central governments and regional governments
• Protest and revolution
• Foreign policy
• War and international security
• International organizations/institutions/cooperation
• International economics and trade
• Global environmental issues
• Global human rights
• Foreign aid and global charitable organizations
Empirical evidence for the paper can be acquired simply by reading
daily news accounts of international relations. Additionally, students
can find ample information about international relations through books
and articles readily available in the Hatfield Library and online as
well as newspaper and other news organization archives also readily
available via library and online resources.
Theoretical background on everyday international relations and IR
theory in general can be found in the assigned texts for the class,
however students are encouraged to research other scholarly materials
on the nature of international relations.
Organization
Analytical essays of the nature assigned for this course typically adhere to some variation on the following organization:
• Introduction
• Brief statement of empirical issue to be explained
• Review of theoretical literature, i.e., schools of thought that might explain the empirical issue
• Presentation of evidence, facts, and information
• Analysis of theoretical literature in light of evidence, facts, and information
• Conclusion
Although, as noted above, there are variations on the standard outline
of an analytical essay, for this project the organization of the paper
probably would work best if it followed an order something along these
lines, however there could be modifications as the topic dictates:
I. Introduction
A. Summary of the topic and thesis statement
II. The instance of everyday international relations that will be
studied and made intelligible through an analysis of everyday
international relations
A. Brief description of whatever aspect of everyday international relations is under investigation
III. Overview of theoretical literature on everyday international relations and IR theory in general
A. Course readings and other scholarly texts
IV. Evidence of how the instance of everyday international relations is
affected by and has an effect on individuals elsewhere in the world
A. Description of the instance of everyday international relations
B. Description of who acts globally and for what reason
C. Description of how the global affects the local
D. Description of how the local affects the global
E. Other considerations as relevant
V. Analysis
A. Reflection on how the study of this
particular instance of everyday international relations furthers an
understanding of the role of everyday acts in global affairs
B. Consideration of the broader
implications of this particular instance of everyday international
relations in comparable instances, cases, situations
VI. Conclusion
A. Implications for further study
Each draft of the paper should be divided into sections and the
sections should be indicated by descriptive subject headings specific
to each student’s own paper (e.g., not just generic headings in the
sample outline above).
Multiple Drafts
Three drafts (plus a peer editing draft) of the paper will be
handed in over the course of the semester. The paper represents a
single analytical and research project to be revised over the course of
multiple iterations. Therefore, the paper’s thesis could and should be
sharpened, revised, or even altered to take account of additional
research and analysis conducted after each draft. Additionally, over
the course of multiple drafts students should take the opportunity to
alter the order of sections or subsections to accentuate the
theoretical and empirical propositions and conclusions, add or remove
sources to the literature review, evaluate additional existing claims,
add or delete additional or unnecessary empirical information, rectify
errors of analysis in the evaluation section, strengthen or clarify the
introduction and/or conclusion, correct errors of grammar and syntax
and improve the prose.
Length
There is no required minimum or maximum length for each draft of the
paper. There is an old adage (variously attributed to Abraham Lincoln
or J. D. Salinger) that, in answer to the question “how long should a
man’s legs be?,” the answer is “long enough to reach the ground.” In
other words, each student’s paper should be long enough to accomplish
its task (no longer, and no shorter). Having said that, it is most
likely that a good first draft will range between 2000 and 4000 words
(7 to 13 pages), a good second draft probably will fall into the 3000
to 5000 word range (10 to 17 pages), and a good final draft most will
most likely run between 4000 to 6000 words (13 to 20 pages), all give
or take. Each draft of the paper should include a title (on a title
page), an abstract, and a bibliography.
Abstract
Each draft of the paper should be accompanied by an abstract that
precedes the main text. An abstract is a short (typically one
paragraph) summary of a paper and its findings. Most scholarly journals
include abstracts that accompany published articles. Students should
consult some scholarly journals of international relations and related
disciplines to familiarize themselves with the standard method for
crafting a one-paragraph abstract.
Style
Students may use any accepted style (e.g., Chicago, MLA, etc.) in
formatting the paper. Students should ensure, however, that they use
whatever style they choose consistently throughout the paper.
Grading and Deadline
Because the main written work for this class is a research paper with
an extended period to complete it, assignments handed in late will be
assessed a third of a grade penalty for every day after the deadline
they are submitted (for example, an “A–” paper handed in one day late
will be marked down a third of a grade to a “B+”). Papers are due no
later than the start of class on the day they are due (or the
equivalent if the paper is due on a day on which class is not regularly
held). The only exceptions made will be for serious illness.
Evaluation of Written Work
An excellent paper will demonstrate excellence in the following:
• It will be well written in terms of prose, grammar, and syntax.
• It will be well organized and follow a logical progression of thoughts.
• It will have a clearly stated and cogent thesis.
• Its thesis will be supported by logical arguments.
• Its thesis will be balanced with counter-arguments and/or competing explanations.
• It will cite relevant course readings and other material as relevant.
• It will be illustrated with empirical examples and other factual material as relevant.
• It will have the appropriate scope, i.e., not too narrow or broad in focus.
• It will adopt an analytical (not partisan) tone unless otherwise directed.
Grading Criteria
Generally speaking, when affixing grades to essays and other
assignments, the instructor will adhere to the qualitative assessments
associated with letter grades as specified in the CLA Catalog:
A = Excellent
B = Good
C = Satisfactory
D = Below Standard
F = Failing
See http://www.willamette.edu/cla/catalog/resources/policies/
Note on Originality
Everything you submit must be your own written work. You may not copy,
borrow, or appropriate other authors’ work, unless you are doing so in
the form of a cited quotation. All references to other authors’ work
must be fully documented in the form of citations and/or footnotes, and
direct quotes must be indicated as such with quotation marks. Suspected
cases of plagiarism will be pursued vigorously and appropriate
penalties (including an “F” for the course) will be applied.
Willamette's
Plagiarism and Cheating Policy
Oral Presentation
In their oral presentations students should convey to the rest of the
class the themes developed in their papers. The purpose of the oral
presentation is to succinctly convey in speech the ideas that are laid
out in greater depth and detail in writing. One way to think about the
oral presentation is to imagine that you are explaining your project to
a reasonably well-educated person who has not taken this particular
class. Each section of the paper should be included in the oral
presentation (the presentation in most cases will follow the
organization of the paper), but technical details (particularly dealing
with theoretical material) in most cases should be simplified so that
someone who has not necessarily studied political discourse can still
make sense of the analytical perspectives that inform the paper’s
thesis.
Visual presentation software (e.g., Powerpoint, Prezi) may be used for
the oral presentation but is not required. If you do use visual
presentation software, remember that text-heavy slides typically are
not effective as they distract the audience. Keep it simple. Also, it
is each student’s responsibility to make sure files and devices used
for visual presentation are compatible with the electronic devices
installed in the classroom.