Pub Date : 2024-02-12DOI: 10.20991/allazimuth.1448027
Richard Outzen
U.S. policy towards the PKK, a designated Foreign Terror Organization, has varied significantly over four decades, reflecting a clear periodization based on pragmatic policy interests and the interplay of U.S. actions and Turkish responses. Washington has over time supported Turkish counter-PKK actions without direct involvement; actively supported Turkish counter-PKK efforts; tolerated or tacitly supported PKK activities; and directly instrumentalized and supported the PKK in Syria and regionally. Washington’s evolving stance toward the PKK coincided with the rise of Al Qaeda (AQ) and its offshoot, the Islamic State in Iraq and Syria (ISIS) as the focus of U.S. Middle East policy. The evolution reflected an incremental approach that subordinated U.S.-Turkish relations and other regional problems to the campaign against AQ/IS. Bilateral cooperation suffered as incrementalism, low trust, and transactionalism came to characterize the relationship. This paper examines the history, current dynamics, and possible future trajectory of U.S. PKK policy as a problem in U.S.-Turkish bilateral relations.
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Pub Date : 2024-01-16DOI: 10.20991/allazimuth.1420929
Jacqueline DE MATOS-ALA
It is now rather well established that most International Relations (IR) theories are predicated on Western knowledges. This potentially limits their analytical capacity to explain international relations beyond Western ideological values or interests. However, in recent years there has been a substantial increase in scholarship not only critiquing the Western centric nature of International Relations theory but also exploring the contributions that knowledges from the global South make to the field of IR theory. Thus, the status quo is shifting, albeit slowly. Nevertheless, the impact as well as the implication of this shift toward knowledge plurality for the IR theory curricula has not been paid adequate attention. Consequently, this article investigates whether the demand for knowledge plurality in the realm of IR theory research has made inroads into the arena of pedagogy resulting in the generation of knowledge plural IR theory curricula. Moreover, it examines the different choices and interpretations made by educators in endeavouring to create knowledge plural IR theory curricula in various global contexts. Further, it endeavours to discern the factors that have informed and/or shaped respondents’ curricula and pedagogical choices pertaining to the selection, structuring and transmission of IR knowledge at tertiary education institutions in different geographical contexts. Ultimately, it reflects on the implications of the increase in knowledge plural curricula for the development of greater knowledge plurality within the discipline.
大多数国际关系（IR）理论都是以西方知识为基础的，这一点现已得到公认。然而，近年来，不仅批评国际关系理论以西方为中心的性质，而且探讨全球南方知识对国际关系理论领域所做贡献的学术研究也大幅增加。因此，尽管进展缓慢，但现状正在发生变化。然而，这种知识多元化的转变对国际关系理论课程的影响和意义还没有得到足够的重视。因此，本文探讨了在国际关系理论研究领域对知识多元化的要求是否已经进入教学领域，从而产生了知识多元化的国际关系理论课程。此外，文章还探讨了教育者在各种全球背景下努力创建知识多元的 IR 理论课程时所做出的不同选择和解释。此外，本研究还试图揭示在不同地域背景下，哪些因素影响和/或塑造了受访者在高等教育机构选择、构建和传播投资者关系知识方面的课程和教学选择。最后，它还反思了知识多元化课程的增加对学科内知识多元化发展的影响。
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