English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

I f it is true that definitional problems are always present in International Relations Theory, the English School is an evident example. Its boundaries are contested, its core arguments defined as heterogeneous by its proponents and inconsistent by its critics. Yet, the English School has its own identity. This is often reflected in the organisation and conceptualization of many IR textbooks that devote specific chapters to the School.1 In spite of being considered a defeated approach by the IR mainstream, the English School still plays an important role in IR Theory, precisely because of its eclectic and multi-faceted contribution to the discipline.

Who still cares about the English School, and why? / Quem se preocupa com a Escola Inglesa, e por que?