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dc.contributor.authorDevlen, B.en_US
dc.contributor.authorOzdamar O.en_US
dc.date.accessioned2016-02-08T09:56:35Z
dc.date.available2016-02-08T09:56:35Z
dc.date.issued2010en_US
dc.identifier.issn13047310
dc.identifier.urihttp://hdl.handle.net/11693/22179
dc.description.abstractThis article introduces and evaluates the English School of international relations theories. First we discuss the School's roots, traditions, founding fathers and its ontology and methodology. Then the main arguments of the English School (ES) that constitute its core tenets and the grand questions that the founding fathers discussed are presented. In the second part, the two paths - normative and structural - taken by second generation ES scholars are discussed. This article argues that ES has a potential to be a 'grand theory' for the IR literature due to its rich theoretical background that allows both analytical and normative analyses.en_US
dc.language.isoTurkish; Englishen_US
dc.source.titleUluslararasi Iliskileren_US
dc.subjectBarry Buzanen_US
dc.subjectEnglish Schoolen_US
dc.subjectHedley Bullen_US
dc.subjectInternational Societyen_US
dc.subjectIR theoryen_US
dc.subjectMartin wighten_US
dc.titleEnglish School theory of international relations: Its origins, concepts, and debatesen_US
dc.title.alternativeUluslararasi İlişkilerde ingiliz okulu kurami: Kökenleri, kavramlari ve tartişmalarien_US
dc.typeArticleen_US
dc.departmentDepartment of International Relationsen_US
dc.citation.spage43en_US
dc.citation.epage68en_US
dc.citation.volumeNumber7en_US
dc.citation.issueNumber25en_US


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