| Summary/Abstract |
It is becoming customary to define the English School (ES) as a group of scholars participating in a common inquiry related to a few central concepts, notably that of international society (Dunne 1998; Buzan 2001; 2004). Although the roots of the ES are often attributed to the British Committee on the Theory of International Politics (Dunne 1998; Vigezzi 2005; Navari 2009), it is now said to be more of an open society of impersonal ties rather than an exclusive community based on personal relations (Buzan 2004, 110–111). But how true is that assertion? If the School is theoretically open to anyone, why are its members predominantly male, white and Western?1 In this piece, we discuss three obstacles that prevent the ES from becoming a more inclusive venture.
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