2021 CHOICE Outstanding Academic Title Contesting the Global Order explores what it means to be a radical intellectual as political hopes fade. Gregory P. Williams chronicles the evolution of intellectual visionaries Perry Anderson and Immanuel Wallerstein, who despite altered circumstances for radical change, continued to advance creative interpretations of the social world. Wallerstein and Anderson, whose hopes were invested in a more egalitarian future, believed their writings would contribute to socialism, which they anticipated would be a postcapitalist future of relative social, economic, and political equality. However, by the 1980s dreams of socialism had faded and they had to face the reality that socialism was neither close nor inevitable. Their sensitivity to current events, Williams argues, takes on new significance in this century, when many scholars are grappling with the issue of change in a world of declining state power.

What do equality, dignity and rights mean in a world where eight men own as much wealth as half the world's population? Contesting World Order? Socioeconomic Rights and Global Justice Movements examines how global justice movements have engaged the language of socioeconomic rights to contest global institutional structures and rules responsible for contributing to the persistence of severe poverty. Drawing upon perspectives from critical international relations studies and the activities of global justice movements, this book evaluates the 'counter-hegemonic' potential of socioeconomic rights discourse and its capacity to contribute towards an alternative to the prevailing neo-liberal 'common sense' of global governance.

Contesting Global Order traces dominant values and patterns on a world level over the last half century. Including a framing introduction written for the volume, this book presents James H. Mittelman’s most influential essays. It offers cross-regional analysis, drawing on his fieldwork in nine countries in Africa and Asia. This research explores mechanisms by which prevailing knowledge about global order is implicated in its deep tensions: chiefly, the impetus for development and global governance embodies aspirations for attaining wellbeing and upholding human dignity; yet market- and state-driven globalization embraces basic ideas inscribed in power, thus increasing vulnerability and making the world more insecure. Rather than exalt one element in this quandary over another, Mittelman shows how different aspects of the relationship collide. Examining cases of specific localities, international organizations, and social movements, this grounded study unveils evolving structures that shape our times. It projects scenarios for future global order and how to make it work for the have-nots. Mittelman consistently forges a critical perspective throughout this collection. His reflections cut against conventions in international studies and, more generally, global order. This volume will be of great interest to all students and practitioners of development, global governance, and globalization.

Documenting the outcomes from three decades of transnational research conducted under the leadership of António Teodoro, this volume offers a robust scaffolding of the social and political context in which global education is being challenged by the contradictions of neoliberalism, globalization, deregulation, governance, and democracy. Contesting the Global Development of Sustainable and Inclusive Education presents outcomes from transnational studies conducted in response to global policies advocating the development of sustainable and inclusive education for all. Chapters map the impacts of globalization on education policy and consider how international organizations are shaping national education reforms. Focusing on questions of social justice, the volume asks how the neoliberal strategies enacted by national governments are affecting the work of teachers as well as curriculum, teacher training, and assessment. Finally, the text asks whether there are alternatives to financially-driven, competition-based reforms that might better position education as an action project for social justice. This volume will be of interest to postgraduate students, scholars, researchers and policymakers in the fields of global education, comparative education, and education policy.

Two foreign policy experts chart a new American grand strategy to meet the greatest geopolitical challenges of the coming decade This ambitious and incisive book presents a new vision for American foreign policy and international order at a time of historic upheaval. The United States’ global leadership crisis is not a passing shock created by the Trump presidency or COVID-19, but the product of forces that will endure for decades. Amidst political polarization, technological transformation, and major global power shifts, Lissner and Rapp-Hooper convincingly argue, only a grand strategy of openness can protect American security and prosperity despite diminished national strength. Disciplined and forward-looking, an openness strategy would counter authoritarian competitors by preventing the emergence of closed spheres of influence, maintaining access to the global commons, supporting democracies without promoting regime change, and preserving economic interdependence. The authors provide a roadmap for the next president, who must rebuild strength at home while preparing for novel forms of international competition. Lucid, trenchant, and practical, An Open World is an essential guide to the future of geopolitics.

Examines how ideas of sovereignty and security from the non-Western world contribute to order and change in world politics.

This edited volume introduces readers to the relationship between higher education and transnational politics. It shows how higher education is a significant arena for regional and international transformation as well as domestic political struggle replete with unequal power relations. This volume shows: The causes and impacts of recent transformations in higher education within a transnational context; Emerging similarities in objectives, institutional set-ups, and approaches taking place within higher education institutions across different world regions; The asymmetrical relations between various kinds of institutional, commercial and state actors across borders; The extent to which historical and colonial legacies are important in the transformation of higher education; The potential effects these developments have on the current structure of international political order. Drawing on case studies from across the Middle East, Asia, Africa, Latin America, and Europe, the contributors develop diverse perspectives explaining the impact of transnational politics on higher education—and higher education on transitional politics—across time and locality. This book is among the first multi-disciplinary effort to wrestle with the question of how we can understand the political role of higher education, and the political force universities exert in the realm of international relations.