Interpretivists in the English School

Aren’t we all

Bibliographic Data

ID12923398
AuthorsCharlotta Friedner Parrat (0000-0002-2616-3276, Swedish Defence University, corresponding author)
Year2022
Volume19
Issue2
Pages221-241
Publication date2022-11-09
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of International Political Theory (JOURNAL)
Journal identifiersISSN: 1755-0882 • E-ISSN: 1755-1722
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/17550882221134959
OpenAlexW4308884282
LanguageEN
Citations received2
References cited67

This article is a reply to Bevir and Hall, who recently argued in this journal that the English School needs to reflect more on its philosophy. They are right. Yet, their preferred distinction between a structural and an interpretivist strand of the School is not a constructive way forward. This is because their distinction between a structural and an interpretivist strand of the school is too stark, their chosen dimensions for sorting through the School are arguably not the most fruitful, and the inclusion of the English School’s normative agenda must remain independent of whether one is inclined to start from structure or from agency. After elaborating these points, the article moves on to suggesting a number of other philosophical issues which would be more relevant for the English School to work through. It ends with an empirical illustration of what an integrated English School approach, inspired by structuration, could look like

Agency (philosophy · Constructive · Epistemology · Inclusion (mineral · Normative · Pedagogy · Social science · Sociology · Structure and agency · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms · Philosophy

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