| Summary/Abstract |
One of the great strengths of the English School (ES) has always been its expansive, sophisticated engagement with international relations history, which, unlike other IR approaches, is wedded to neither repetition (realism) nor teleology (liberalism, Marxism); it ‘lets the historical record speak for itself’ (Buzan and Little 2014, 59). The English School’s weakness with history has instead been Eurocentrism, epitomized in its narrative of the development in early modern Europe of the norms and practices of contemporary international society and their subsequent “expansion” out to the rest of the world through colonization and cultural imperialism (Bull and Watson 1984).
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