Description
This paper argues that IR’s theoretical divides operate largely in a rhetorical sense for a range of pedagogical and sociological functions such as constructing and reproducing scholarly identities, the creation of research agendas/hubs, institutional reputations and so on. This paper challenges the narrative of ‘IR’s theoretical divides/fractions/wars by looking at how IR scholars actually use theory in their written work. Through looking at the published work of scholars in six IR journals from 2013 -2019 this paper will highlight the ‘blended’ rather than ‘pure’ approach to theory that many scholars adopt in their practice. After illustrating that the theoretical divides exist more ‘in theory’ than ‘in practice’ this paper will question what this argument means for theoretical dialogue and the bridging of theoretical divides. Resultantly, the second part of this paper will question 1) whether these divides can be fused once scholars realise theoretical boundaries are blurred in practice or 2) whether the embedded pedagogical roles and instrumental sociological functions make bridging these divides undesirable.
