The English school theory of international relations and peacebuilding : an analysis of peacebuilding interventions in Liberia and Sierra Leone through the world society framework

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buir.advisorÖzdamar, Özgür
dc.contributor.authorHalistoprak, Burak Toygar
dc.date.accessioned2016-04-22T06:55:19Z
dc.date.available2016-04-22T06:55:19Z
dc.date.copyright2015-12
dc.date.issued2015-12
dc.date.submitted08-01-2016
dc.departmentDepartment of International Relationsen_US
dc.descriptionCataloged from PDF version of thesis.en_US
dc.descriptionIncludes bibliographical references (leaves 342-366).en_US
dc.descriptionThesis (Ph. D.): Bilkent University, Department of International Relations, İhsan Doğramacı Bilkent University, 2015.en_US
dc.description.abstractAlthough the world society (WS) framework appears to be an important cornerstone in the theoretical triad of the English School (ES), it is the least developed concept amongst others (Buzan 2004). This dissertation's objective is to contribute to the literature which aims to develop and revitalize the WS framework, which is one of the three pillars of the ES of International Relations (IR). It uses this theoretical approach in the analysis of peacebuilding intervention practices. The dissertation proposes three specific parameters which constitute the progress from the international to world society framework. In this regard, changes in the (1) normative context, (2) agency and (3) identity appear as themes which differentiate the WS framework as a distinct theoretical category. The dissertation develops the argument that the progress from the international to world society overlaps with the change in the nature of intervention which have been evolving from traditional peacekeeping to new peacebuilding. The empirical sections of the dissertation focus on the peacebuilding experiences in Liberia and Sierra Leone. These cases are analyzed with specific references to the parameters emphasized in the theoretical chapters. Both qualitative analysis and quantitative content analysis methods are employed in the empirical chapters. According to the results, I suggest that the peacebuilding interventions are better understood and explained through the lenses of the WS framework compared to the international society framework which remains rather state-centric in terms of its normative context and agents. The results also challenge several long established arguments in the peacebuilding literature which suggest that the normative center of the peacebuilding is built upon the understanding of human/individual security.en_US
dc.description.degreePh.D.en_US
dc.description.statementofresponsibilityby Burak Toygar Halistoprak.en_US
dc.embargo.release2017.12.11
dc.format.extentxviii, 370 leaves : charts.en_US
dc.identifier.itemidB152162
dc.identifier.urihttp://hdl.handle.net/11693/28964
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEnglish schoolen_US
dc.subjectWorld societyen_US
dc.subjectInternational societyen_US
dc.subjectInterventionen_US
dc.subjectPeacebuildingen_US
dc.subjectPeacekeepingen_US
dc.subjectHuman securityen_US
dc.subjectSocietal securityen_US
dc.subjectState securityen_US
dc.subjectAfricaen_US
dc.subjectLiberiaen_US
dc.subjectSierra leoneen_US
dc.subjectCivil waren_US
dc.titleThe English school theory of international relations and peacebuilding : an analysis of peacebuilding interventions in Liberia and Sierra Leone through the world society frameworken_US
dc.title.alternativeUluslararası ilişkiler teorisinde ingiliz okulu ve barışinşaası : Liberya ve Sierra Leone müdehalelerinin dünya toplumu çerçevesi içinde analizien_US
dc.typeThesisen_US

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Dept.of International Relations - Ph.D. / Sc.D.