China’s Nuclear Perception: How does the English School explain the case of China’s shift from nuclear proliferation to nonproliferation?

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China’s Nuclear Perception: How does the English School explain the case of China’s shift from nuclear proliferation to nonproliferation?

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Publication Bachelor thesis
Title China’s Nuclear Perception: How does the English School explain the case of China’s shift from nuclear proliferation to nonproliferation?
Author Sahlin, Jonathan
Date 2010
English abstract
This explanatory single-case study explains why China shifted its policy from proliferation of nuclear weapons and technology, to nonproliferation. In doing so, English School (ES) theory is used in order to explain this shift – stressing the importance of both the international system as well as the international society. To streamline the methodological inconsistencies of the ES tradition, a constructivist methodology is applied. The study concludes that China’s perception of the international system and society is the most important feature when formulating foreign policy and complying with the nonproliferation regime. From applying a streamlined constructivist view of ES theory the result is the discovery of China’s national rationale, which serves as a benchmark for its foreign policy. China is primarily driven by national interest and while adhering to international norms, rules, and structures – it will still see domestic stability and defending its sovereignty as its main priorities.
Publisher Malmö högskola/Kultur och samhälle
Pages 57
Language eng (iso)
Subject China
Nonproliferation
English School Theory
International Society
Policy Shift
Handle http://hdl.handle.net/2043/23312 Permalink to this page
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