All Azimuth: A Journal of Foreign Policy and Peace最新文献

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Costly Incrementalism: U.S. PKK Policy and Relations with Türkiye 代价高昂的渐进主义：美国库尔德工人党政策及与土耳其的关系

All Azimuth: A Journal of Foreign Policy and Peace Pub Date : 2024-02-12 DOI: 10.20991/allazimuth.1448027

Richard Outzen

{"title":"Costly Incrementalism: U.S. PKK Policy and Relations with Türkiye","authors":"Richard Outzen","doi":"10.20991/allazimuth.1448027","DOIUrl":"https://doi.org/10.20991/allazimuth.1448027","url":null,"abstract":"U.S. policy towards the PKK, a designated Foreign Terror Organization, has \u0000varied significantly over four decades, reflecting a clear periodization based \u0000on pragmatic policy interests and the interplay of U.S. actions and Turkish \u0000responses. Washington has over time supported Turkish counter-PKK actions \u0000without direct involvement; actively supported Turkish counter-PKK efforts; \u0000tolerated or tacitly supported PKK activities; and directly instrumentalized \u0000and supported the PKK in Syria and regionally. Washington’s evolving stance \u0000toward the PKK coincided with the rise of Al Qaeda (AQ) and its offshoot, the \u0000Islamic State in Iraq and Syria (ISIS) as the focus of U.S. Middle East policy. \u0000The evolution reflected an incremental approach that subordinated U.S.-Turkish \u0000relations and other regional problems to the campaign against AQ/IS. Bilateral \u0000cooperation suffered as incrementalism, low trust, and transactionalism came to \u0000characterize the relationship. This paper examines the history, current dynamics, \u0000and possible future trajectory of U.S. PKK policy as a problem in U.S.-Turkish \u0000bilateral relations.","PeriodicalId":516797,"journal":{"name":"All Azimuth: A Journal of Foreign Policy and Peace","volume":"108 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140458138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Are We There Yet? A Global Investigation of Knowledge Inclusion in International Relations Theory Curricula 我们到了吗？对国际关系理论课程知识包容性的全球调查

All Azimuth: A Journal of Foreign Policy and Peace Pub Date : 2024-01-16 DOI: 10.20991/allazimuth.1420929

Jacqueline DE MATOS-ALA

{"title":"Are We There Yet? A Global Investigation of Knowledge Inclusion in International Relations Theory Curricula","authors":"Jacqueline DE MATOS-ALA","doi":"10.20991/allazimuth.1420929","DOIUrl":"https://doi.org/10.20991/allazimuth.1420929","url":null,"abstract":"It is now rather well established that most International Relations (IR) theories are\u0000predicated on Western knowledges. This potentially limits their analytical capacity\u0000to explain international relations beyond Western ideological values or interests.\u0000However, in recent years there has been a substantial increase in scholarship not\u0000only critiquing the Western centric nature of International Relations theory but\u0000also exploring the contributions that knowledges from the global South make to\u0000the field of IR theory. Thus, the status quo is shifting, albeit slowly. Nevertheless,\u0000the impact as well as the implication of this shift toward knowledge plurality for\u0000the IR theory curricula has not been paid adequate attention. Consequently, this\u0000article investigates whether the demand for knowledge plurality in the realm of\u0000IR theory research has made inroads into the arena of pedagogy resulting in\u0000the generation of knowledge plural IR theory curricula. Moreover, it examines\u0000the different choices and interpretations made by educators in endeavouring to\u0000create knowledge plural IR theory curricula in various global contexts. Further, it\u0000endeavours to discern the factors that have informed and/or shaped respondents’\u0000curricula and pedagogical choices pertaining to the selection, structuring and\u0000transmission of IR knowledge at tertiary education institutions in different\u0000geographical contexts. Ultimately, it reflects on the implications of the increase\u0000in knowledge plural curricula for the development of greater knowledge plurality\u0000within the discipline.","PeriodicalId":516797,"journal":{"name":"All Azimuth: A Journal of Foreign Policy and Peace","volume":" 66","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139640575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0