International relations of minority nations: Quebec and Wallonia compared
Bibliographic record
Abstract
Today few people deny the existence of regional substate diplomacy (Criekemans 2010). But there is still no common agreement on a region’s right to do so and, above all, on their scope of action. This question goes against what used to be the dominant approach in international relations, the state-centric approach that leads to the logic of speaking with one voice. Increasingly, a multilevel-governance approach has contested this state-centric view and proposes an alternative logic of multiple actors speaking with their voice, nuancing strongly the seminal distinction between “sovereignty-bound” and “sovereignty-free” actors (Rosenau 1990). From the 1970s, the world has seen the growing presence of sovereignty-free actors in international relations. Among these actors, non-central or, better, substate, governments of federal states have developed intensive foreign relations. These governments are using a range of techniques: from shaping the federal government’s foreign policy to establishing themselves directly in the international arena (Blatter et al. 2008). For minority nation governments this is particularly a challenge, as they have to act internally – where they have developed full-fledged legislative powers within a multinational federation – and externally – where international and national laws are often still reluctant to recognise their right of action (Lejeune 2003). Yet some minority nations have thrived in developing their own international relations. Bavaria, Catalonia, Flanders, Quebec, Scotland and Wallonia are often seen as successful international players even if they are not fully sovereignty bound (Michelmann 2009; Criekemans 2010). The international actions of these minority nations have been characterised under the umbrella of “identity paradiplomacy” (Paquin 2003); that is, a willingness to use international relations to foster a nation-building process within a multinational state. This observation was particularly prevalent for minority nations strongly in competition with a federal government about their nationbuilding process, albeit for different reasons, namely Flanders, Quebec and Scotland (Paquin 2004). The case of Wallonia seems to fits less well into the identity paradiplomacy framework, which therefore raises the question of alternative roads to international relations. This is the core question of this chapter: is identity paradiplomacy the only way to go for minority nations? Quebec and Wallonia are both well known for their active foreign relations.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".