Center, Periphery, and the Crisis of the System

1982 ◽  
pp. 210-217 ◽  
Author(s):  
Paul M. Sweezy
Keyword(s):  
Center Periphery

Decentralization in France: Plus ça change … ?

1986 ◽  
Vol 7 (1) ◽  
pp. 191-201
Author(s):  
Paul J. Godt
Keyword(s):  
Prime Minister ◽  
National Government ◽  
Local Officials ◽  
Center Periphery

Introduced as one of the Socialists’ showcase reforms, the “grande affaire du septennat” in the words of Prime Minister Mauroy, decentralization was hailed as a profound restructuring of center-periphery relations in France, liberating local officials from the overbearing authoritarian control traditionally exercised by the national government. Thus far, 21 laws and 185 decrees have been adopted and countless circulars made public. The avalanche of texts has given rise to a growing literature analyzing the perspectives opened up by the reforms. But three years’ experience has also accumulated, and this paper seeks to assess the changes that have taken place.

scholarly journals The Politics of Gift Exchange in Early Qajar Iran, 1785–1834

2016 ◽  
Vol 58 (2) ◽  
pp. 550-576 ◽  
Author(s):  
Assef Ashraf
Keyword(s):  
Nineteenth Century ◽  
Political Culture ◽  
Political History ◽  
Gift Exchange ◽  
The Political ◽  
Gift Giving ◽  
Early Nineteenth Century ◽  
History Of ◽  
Center Periphery

AbstractThis article uses gift-giving practices in early nineteenth-century Iran as a window onto statecraft, governance, and center-periphery relations in the early Qajar state (1785–1925). It first demonstrates that gifts have a long history in the administrative and political history of Iran, the Persianate world, and broader Eurasia, before highlighting specific features found in Iran. The article argues that the pīshkish, a tributary gift-giving ceremony, constituted a central role in the political culture and economy of Qajar Iran, and was part of the process of presenting Qajar rule as a continuation of previous Iranian royal dynasties. Nevertheless, pīshkish ceremonies also illustrated the challenges Qajar rulers faced in exerting power in the provinces and winning the loyalty of provincial elites. Qajar statesmen viewed gifts and bribes, at least at a discursive level, in different terms, with the former clearly understood as an acceptable practice. Gifts and honors, like the khil‘at, presented to society were part of Qajar rulers' strategy of presenting themselves as just and legitimate. Finally, the article considers the use of gifts to influence diplomacy and ease relations between Iranians and foreign envoys, as well as the ways in which an inadequate gift could cause offense.

Center-periphery

2016 ◽  
pp. 139-140
Author(s):  
David Weaver
Keyword(s):  
Center Periphery

scholarly journals Inability of Crossing Borders: Csaba Székely’s Bányavidék [Mine District] Trilogy

2018 ◽  
Vol 10 (1) ◽  
pp. 89-104
Author(s):  
Boróka Prohászka-Rád ◽  
Ingrid Tomonicska
Keyword(s):  
Social Economic ◽  
Image Representation ◽  
Cultural Space ◽  
Center Periphery

AbstractThere are countless ways of crossing borders, be they physical, geographic, social, economic, cultural or psychological. When coming up against a border, one has two options: either to cross it or to remain within. This essay investigates Csaba Székely’s Bányavidék [Mine District] trilogy primarily from the perspective of such concepts of imagology as region, center-periphery dichotomy, identity, image, representation, as well as stereotypes and clichés, and examines whether the playwright truly deconstructs such stereotyped representations of the specific geographical and cultural space and its people the trilogy focuses on.

scholarly journals As classes populares no curso de Pedagogia descobrindo-se periferia

2018 ◽  
pp. 149-162
Author(s):  
Fabiana Eckhardt
Keyword(s):  
Qualitative Study ◽  
Rio De Janeiro ◽  
Popular Education ◽  
Private University ◽  
The State ◽  
Palabras Clave ◽  
Popular Classes ◽  
The University ◽  
Center Periphery

Este artigo apresenta parte de um estudo qualitativo de cunho participativo, realizado entre os anos de 2013 e 2017, e traz uma reflexão sobre a crescente inserção de sujeitos das classes populares no curso de Pedagogia de uma universidade privada localizada na região Serrana do Estado do Rio de Janeiro. Para o desenvolvimento do texto, busca-se situar a chegada desses estudantes na universidade e, em diálogo com as experiências desses sujeitos, os estudos decoloniais e a pedagogia do oprimido, visualizar o deslocamento do sentimento de humilhação para o sentimento de periferia. Entre o desejo de pertencimento e a sensação de inadequação, estudantes se movem no cotidiano do curso de Pedagogia e demonstram outras possibilidades de compreensão do processo formativo. Tomando a relação centro-periferia (DUSSEL, 2006) como metáfora, este texto sinaliza como resultado outra compreensão acerca da formação de professores oriundos das classes populares. Palavras-chave: Curso de Pedagogia. Democratização da educação. Educação Popular The popular classes in the Pedagogy course discovering yourself as periphery AbstractThis subject is part of a qualitative study of participatory nature carried out in the Pedagogy course of a private university in a city in a moutain region of the state of Rio de Janeiro, between the years 2013 and 2017, dealing with reflection about the growing isertion of subjects from popular classes. For the development of the text, I seach to situate the arriving of this studants in the university and, in dialogue with those experiences, the Decolonial Studies and the Pedagogy of the Opressed visualize the displacement from the humiliation feeling for the periphery feeling. Between the desire for belonging and the sensation of indequacy, the students move in a daily couse of pedagogy and showing anothers possibilities of comprehension about their formation. Taking the relaction center-periphery (DUSSEL, 2006) as a metaphor, at this article, signals as the results another comprehension about the formation of teachers from popular classes. Keywords: Pedagogy course. Democratization of education. Popular Education. Las clases populares en el curso de Pedagogía si descubriendo periferia ResumenEste artículo presenta parte de un estudio cualitativo de cuño participativo realizado entre los años 2013 y 2017 y trae una reflexión sobre la creciente inserción de sujetos de las clases populares en el curso de Pedagogía de una universidad privada ubicada en la región serrana del estado de Río de Janeiro. Para el desarrollo del texto, busco situar la llegada de esos estudiantes en la universidad y, en diálogocon las experiencias de esos sujetos, los Estudios Decoloniales y la Pedagogía del Oprimido visualizar el desplazamiento del sentimiento de humillación hacia el sentimiento de periferia. Entre el deseo de pertenencia y la sensación de inadecuación, los estudiantes se mueven en el cotidiano del curso de pedagogía y demuestran otras posibilidades de comprensión del proceso formativo. Tomando la relación centro--periferia (DUSSEL, 2006) como metáfora, este texto, señala como resultado otra comprensión acerca de la formación de profesores oriundos de las clases populares. Palabras clave: Curso de Pedagogía. Democratización de la educación. Educación Popular.

THE CENTER–PERIPHERY SYSTEM 20 YEARS LATER

1972 ◽  
pp. 97-128 ◽  
Author(s):  
ANIBAL PINTO ◽  
JAN KÑÁKAL
Keyword(s):  
Center Periphery
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