Critical Theory of International Relations and Neorealism Essay

Critical Theory of International Relations and Neorealism - Essay Example Neorealism show the triumph of social control and structure in defining international relations. The international structure provides a constraint on state actions and although essentially the international structure is decentralised and anarchic, states strive for survival, security and balance of power (Dougherty 2001). Neorealism thus emphasises structural constraints over social perceptions and collective motivations and is more constrained in its explanations of IR. On the other hand, critical theories of international relations would focus on a critical study of IR which would emphasise on origin, development and nature of historical structures of IR. Critical theories of international relations are oriented to critiquing and changing society considering wide perspectives derived from Kantian and Marxian traditions which aim to consider historical and social perspectives within a theory. According to Marxist theories, capital accumulation and explanation of international systems on the basis of such integrated capiatlist approaches is at the focus of socialist concerns. Marxist theories see colonialism as a method of capital accummulation as captive markets show new forms of dependence on more developed countries. Marxist theories suggest that developed countries penetrate developing countries with missionaries, military power, multinational companies and political advisors to integrate these economies into a larger capitalist system. Within the context of developing societies being exploited considering their markets, natural resoruces and raw materials, Marxist theories also use the concept of social class with individuals comprising of the higher class of society being exploitative of the lower class using the sole aim of capital accumulation (Linklater 1990, Burchill 1996). Another critical theory would be social constructivism which gives an epistemological dimension to postpositivist theories and lies in between positivist and postpositivist perspectives. Social constructivism focuses not on the economic aspects, unlike Marxism but on the theory of social ideas or perception showing that international structure constitutes identities and interests of state. The focus of social constructivism is on the state and actions of the state and as constructvism suggests that views and ideas are constructed, social constructivism deals with human experience and social perception. Social constructivism is of the contention that all knowledge of reality including race and gender are actively created by social relationships and interactions and that all meaning are derived from social structures (Brown, 2001, Taylor 1978). The emphasis is thus on society, social meaning and social activity giving meaning to social interactions and reality. Critical constructivism would argue that all proof or fact as seen in empirical research as in natural sciences could be considered as a social or

Attitudes toward Inclusion among general education Teachers at the Essay

Attitudes toward Inclusion among general education Teachers at the Elementary Level - Essay Example This study explores general education teacher experiences, attitudes and beliefs regarding inclusion in an elementary classroom setting, based on Bandura’s theory of self-efficacy. The interview format of the study allows general education teachers at the elementary level to express their experiences, attitudes and beliefs regarding inclusion. Broadly, participants were asked, â€Å"How do you (general education elementary teachers) feel towards inclusion of students with disabilities in your classroom?† The research design is non-experimental, eliciting data on existing attitudes from elementary school teachers. The study population consists of elementary school teachers in Fort Bend, with a sample size of fifteen general education elementary teachers from six public schools. The study’s research methodology draws upon structured, prearranged interview questions and participant’s reflection on their personal experiences. Data was analyzed using a coding system to identify common themes. When teachers in Fort Bend elementary schools learned their campuses would be implementing inclusion of students with disabilities in general classrooms, they expressed many different emotions about the idea, including worry about how they would accomplish this and still keep their excellent teaching levels high. Even if a particular teacher had a positive attitude about inclusion, he or she had many questions and concerns. This study was designed to delve deeply into teacher attitudes regarding inclusion to discover what lies underneath the general comments and discussions this researcher has heard anecdotally. Administrators and other educators beginning to implement inclusion can benefit from knowing how this particular group of educators thinks and feels, and their beliefs regarding inclusion. When the subject of this study was presented to the teachers in Fort Bend, some teachers immediately volunteered to be interviewed.