The English School and Order: The Case of Association of Southeast Asian Nations (ASEAN)
The English School (ES) analytical framework concerning theformation of order in international relations posits that states establish orderthrough rules and institutions within the framework of common interests andvalues to protect against anarchy. State-centred orders with limited civil societycoop...
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| Format: | Electronic Article |
| Language: | English |
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[publisher not identified]
2019
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| In: |
Intellectual discourse
Year: 2019, Volume: 27, Issue: 1, Pages: 285-321 |
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Volltext (lizenzpflichtig) |
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| 520 | |a The English School (ES) analytical framework concerning theformation of order in international relations posits that states establish orderthrough rules and institutions within the framework of common interests andvalues to protect against anarchy. State-centred orders with limited civil societycooperation are pluralistic, while their converse (with a larger role for non-stateactors) are solidarist. The Association of Southeast Asian Nations (ASEAN)was established in 1967 by Malaysia, Thailand, the Philippines, Singapore,and Indonesia based on common interests, such as strengthening sovereigntyand creating stable relations in the face of anarchic problems like communismand internal instability. In numerous conventions ASEAN has adopted variousnorms, such as respect for the sovereignty of the states, the rule of law, non-useof power, peaceful resolution of disputes, and non-interference in other states.All these norms showed that the primary purpose of ASEAN is to protect statesovereignty and interests and to establish peaceful regional relations. The factthat state sovereignty is at the forefront, with limited cooperation of non-stateactors, shows that the ASEAN regional order is pluralist. This article analysesthe emergence and appearance of the ASEAN regional order (the unit ofanalysis) in the context of the ES (the theoretical framework). | ||
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