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International Coexistence Studies as Praxis: Operationalising the Transgenerational Duty in Global Governance Reimagination

Saghar Shahidi-Birjandian and Yatana Yamahata’s (2026) contribution to E-International Relations issues a compelling challenge to the discipline of International Relations (IR). Diagnosing a profound democratic deficit in existing global institutions—from the United Nations Security Council’s veto architecture to the bureaucratic inertia of multilateral agencies—they argue that global governance already shapes everyday life in profound and unaccountable ways (Keohane 2015). In response, the authors call for IR scholars to reposition themselves as educators, facilitators, and archivists: demystifying power structures for ordinary citizens, creating spaces for dialogue, and systematically documenting “participatory global political imaginaries” that emerge from local and transnational communities. This, they insist, constitutes a transgenerational duty—one that moves beyond elite critique to foster a bottom-up redesign of political units and the global order that connects them (Shahidi-Birjandian and Yamahata 2026; Acharya 2014, 2023; Coulthard 2014; Simpson 2017).

Alan Koch’s (2025) framework of International Coexistence Studies (ICS), elaborated in The Gadfly Doctrine, offers precisely the multigenerational pedagogical solution required to translate this vision into sustained praxis. Where Shahidi-Birjandian and Yamahata (2026) rightly identify the failures of state-centric, hierarchical institutions and the vitality of community-led alternatives—ranging from Sudanese Emergency Response Rooms to Haida Nation governance and Kurdish democratic confederalism—ICS supplies an ontological and epistemological architecture that makes those alternatives teachable, scalable, and enduring. Rather than treating participatory imaginaries as episodic responses to institutional collapse, ICS reframes global order as a resilient “crystalline lattice” of structured coexistence among states, civilisations, Indigenous polities, and structural power actors. This lattice is not imposed from above but continually recalibrated through interactions that honour interconnectedness, redundancy, subsidiarity, and cultural pluralism.

The pedagogical core of ICS directly enacts the authors’ call to meet communities where they are. By integrating non-Western traditions—Tianxia relationality, Panchsheel principles, Ubuntu ethics, the ASEAN Way, and Indigenous legal ontologies—into a pluralistic curriculum, ICS equips scholars and citizens alike to recognise and nurture diverse modes of being without privileging any single ontology (Qin 2007; Jaishankar 2020; Kotzé 2016; Trownsell 2021).

This is not abstract theorising; it is praxis in action. Koch (2025) advocates concrete reforms: embedding ICS in university and community-level teaching, developing Technology Coexistence Charters to regulate platform sovereignties, and fostering glocalised economic and institutional arrangements that prioritise resilience over centralised monopoly. Such measures create the “long-term work of reimagining global order” that Shahidi-Birjandian and Yamahata (2026) envision, transforming IR from a detached observer into an active participant in archiving, transmitting, and operationalising community visions across generations.

What distinguishes ICS is its parsimony. The E-IR piece, for all its normative power, risks narrative diffusion by cataloguing polycrisis examples and exhorting archival activism without a simplifying theoretical mechanism. ICS compresses that complexity into a single ontological shift—from presumptive anarchy to observable, structured coexistence—while retaining the decolonial and participatory ethos the authors champion. It does not supplant local initiatives; it embeds them within a meta-framework capable of sustaining transnational solidarity over decades.

In doing so, it addresses the very tension the E-IR article identifies: how to move from fragmented grassroots mobilisation to coordinated, legitimate global order without reproducing elite capture or institutional inertia.

For scholars and policymakers, ICS thus represents more than an academic intervention. It is the practical bridge between critique and construction—the multigenerational pedagogical programme that turns the transgenerational duty into lived scholarly practice.

In an era when trust in multilateralism continues to erode, frameworks that equip citizens to co-design coexistence offer the most credible path toward the democratic, accountable global order both pieces seek. IR’s relevance may well depend on its willingness to embrace such praxis.

References

Acharya, A. (2014) ‘Global international relations (IR) and regional worlds: a new agenda for international studies’, International Studies Quarterly, 58(4), pp. 647–659.

Acharya, A. (2023) ‘Before the nation-state: civilizations, world orders, and the origins of global international relations’, Chinese Journal of International Politics, 16(3), pp. 263–288.

Coulthard, G.S. (2014) Red skin, white masks: rejecting the colonial politics of recognition. Minneapolis: University of Minnesota Press.

Jaishankar, S. (2020) The India way: strategies for an uncertain world. New Delhi: HarperCollins.

Keohane, R.O. (2015) ‘Nominal democracy? Prospects for democratic global governance’, International Journal of Constitutional Law, 13(2), pp. 343–353.

Koch, A. (2025) ‘International coexistence studies’, The Gadfly Doctrine, Substack, 4 September. Available at: https://alkoch55.substack.com/p/international-coexistence-studies (Accessed: 12 May 2026).

Kotzé, D. (2016) ‘Ubuntu’, in Global encyclopaedia of public administration, public policy, and governance. Cham: Springer.

Qin, Y. (2007) ‘Why is there no Chinese international relations theory?’, International Relations of the Asia-Pacific, 7(3), pp. 313–340.

Shahidi-Birjandian, S. and Yamahata, Y. (2026) ‘Redesigning global governance from below: a call to action for IR scholars’, E-International Relations, 11 May. Available at: https://www.e-ir.info/2026/05/11/redesigning-global-governance-from-below-a-call-to-action-for-ir-scholars/ (Accessed: 12 May 2026).

Simpson, L.B. (2017) As we have always done: Indigenous freedom through radical resistance. Minneapolis: University of Minnesota Press.

Trownsell, T.A. (2021) ‘Fostering ontological agility: a pedagogical imperative’, E-International Relations, 5 May. Available at: https://www.e-ir.info/2021/05/05/fostering-ontological-agility-a-pedagogical-imperative/ (Accessed: 12 May 2026).

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