scholarly journals Introduction: State capacity and elections in the study of authoritarian regimes

2017 ◽  
Vol 39 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Aurel Croissant ◽  
Olli Hellmann
Keyword(s):  
State Capacity ◽  
Authoritarian Regimes ◽  
The Other ◽  
Special Issue ◽  
Authoritarian Rule ◽  
Analytical Foundation ◽  
Electoral Authoritarianism ◽  
The One ◽  
Regime Resilience ◽  
Key Terms

Studies of multiparty elections in authoritarian regimes have proliferated in recent years. Nevertheless, the available evidence remains inconclusive in terms of when, where, or why elections work to sustain or undermine authoritarian rule. The contributions to the special issue ‘State Capacity, Elections and the Resilience of Authoritarian Rule’ argue that analyzing the extent to which the effect of elections on authoritarian regime resilience is mediated through the factor of state capacity helps to solve this puzzle. This introduction lays out the analytical foundation for this discussion by reviewing key terms and concepts, and by highlighting possible theoretical connections between the state capacity literature on the one hand and the electoral authoritarianism literature on the other. Furthermore, it considers the contributions in this special issue, and points out areas of agreement and disagreement between the authors, while simultaneously placing the different arguments within the broader field of enquiry.

Editorial Introduction | Oil and Media, Oil as Media: Mediating Petrocultures Then and Now

MediaTropes ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. i-xvi
Author(s):  
Jordan Kinder ◽  
Lucie Stepanik
Keyword(s):  
Media Studies ◽  
The Other ◽  
Editorial Introduction ◽  
Special Issue ◽  
Material Turn ◽  
Ecological Relations ◽  
The One

In this introduction to the special issue of MediaTropes on “Oil and Media, Oil as Media,” Jordan B. Kinder and Lucie Stepanik provide an account of the stakes and consequences of approaching oil as media as they situate it within the “material turn” of media studies and the broader project energy humanities. They argue that by critically approaching oil and its infrastructures as media, the contributions that comprise this issue puts forward one way to develop an account of oil that further refines the larger tasks and stakes implicit in the energy humanities. Together, these address the myriad ways in which oil mediates social, cultural, and ecological relations, on the one hand, and the ways in which it is mediated, on the other, while thinking through how such mediations might offer glimpses of a future beyond oil.

Policy and Practice: An Overview

1990 ◽  
Vol 12 (3) ◽  
pp. 233-239 ◽  
Author(s):  
David K. Cohen ◽  
Deborah Loewenberg Ball
Keyword(s):  
Case Studies ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Early Report ◽  
State Policies ◽  
The Other ◽  
Special Issue ◽  
Policy And Practice ◽  
School Practices ◽  
The One

Policymakers in the U. S. have been trying to change schools and school practices for years. Though studies of such policies raise doubts about their effects, the last decade has seen an unprecedented increase in state policies designed to change instructional practice. One of the boldest and most comprehensive of these has been undertaken in California, where state policymakers have launched an ambitious effort to improve teaching and learning in schools. We offer an early report on California's reforms, focusing on mathematics. State officials have been promoting substantial changes in instruction designed to deepen students' mathematical understanding, to enhance their appreciation of mathematics and to improve their capacity to reason mathematically. If successful, these reforms would be a sharp departure from existing classroom practice, which attends chiefly to computational skills. The research reported here focuses on teachers' early responses to the state's efforts to change mathematics instruction. The case studies of five teachers highlight a key dilemma in such ambitious reforms. On the one hand, teachers are seen as the root of the problem: their instruction is mechanical, often boring, and superficial. On the other hand, teachers are cast as the key agents of improvement because students will not learn the new mathematics that policymakers intend unless teachers learn that math and teach it. But how can teachers teach a mathematics that they never learned, in ways they never experienced? That is the question explored in this special issue.

Space, Time and Mind-Dependence

2011 ◽  
Vol 16 (2) ◽  
pp. 175-190 ◽  
Author(s):  
Sorin Baiasu
Keyword(s):  
Transcendental Idealism ◽  
Space Time ◽  
The Other ◽  
Special Issue ◽  
Critical Philosophy ◽  
The Third ◽  
The One

AbstractThe interpretation of Kant's Critical philosophy as a version of traditional idealism has a long history. In spite of Kant's and his commentators’ various attempts to distinguish between traditional and transcendental idealism, his philosophy continues to be construed as committed (whether explicitly or implicitly and whether consistently or inconsistently) to various features usually associated with the traditional idealist project. As a result, most often, the accusation is that his Critical philosophy makes too strong metaphysical and epistemological claims.In his The Revolutionary Kant, Graham Bird engages in a systematic and thorough evaluation of the traditionalist interpretation, as part of perhaps the most comprehensive and compelling defence of a revolutionary reading of Kant's thought. In the third part of this special issue, the exchanges between, on the one hand, Graham Bird and, on the other, Gary Banham, Gordon Brittan, Manfred Kuehn, Adrian Moore and Kenneth Westphal focus on specific aspects of Bird's interpretation of Kant's first Critique. More exactly, the emphasis is on specific aspects of Bird's interpretation of the Introduction, Analytic of Principles and Transcendental Dialectic of Kant's first Critique.The second part of the special issue is devoted to discussions of particular topics in Bird's construal of the remaining significant parts of the first Critique, namely, of the Transcendental Aesthetic and the Analytic of Concepts. Written by Sorin Baiasu and Michelle Grier, these articles examine specific issues in these two remaining parts of the Critique, from the perspective of the debate between the traditionalist and revolutionary interpretation. The special issue begins with an Introduction by the guest co-editors. This provides a summary of the exchanges between Bird and his critics, with a particular focus on the debates stemming from the differences between traditional and revolutionary interpretations of Kant.

‘How, or Why, do we Come to Think of a World of Things in Themselves?’

2011 ◽  
Vol 16 (2) ◽  
pp. 221-233 ◽  
Author(s):  
Manfred Kuehn
Keyword(s):  
Transcendental Idealism ◽  
The Other ◽  
Special Issue ◽  
Critical Philosophy ◽  
The Third ◽  
The One

AbstractThe interpretation of Kant's Critical philosophy as a version of traditional idealism has a long history. In spite of Kant's and his commentators’ various attempts to distinguish between traditional and transcendental idealism, his philosophy continues to be construed as committed (whether explicitly or implicitly and whether consistently or inconsistently) to various features usually associated with the traditional idealist project. As a result, most often, the accusation is that his Critical philosophy makes too strong metaphysical and epistemological claims.In his The Revolutionary Kant, Graham Bird engages in a systematic and thorough evaluation of the traditionalist interpretation, as part of perhaps the most comprehensive and compelling defence of a revolutionary reading of Kant's thought. In the third part of this special issue, the exchanges between, on the one hand, Graham Bird and, on the other, Gary Banham, Gordon Brittan, Manfred Kuehn, Adrian Moore and Kenneth Westphal focus on specific aspects of Bird's interpretation of Kant's first Critique. More exactly, the emphasis is on specific aspects of Bird's interpretation of the Introduction, Analytic of Principles and Transcendental Dialectic of Kant's first Critique.The second part of the special issue is devoted to discussions of particular topics in Bird's construal of the remaining significant parts of the first Critique, namely, of the Transcendental Aesthetic and the Analytic of Concepts. Written by Sorin Baiasu and Michelle Grier, these articles examine specific issues in these two remaining parts of the Critique, from the perspective of the debate between the traditionalist and revolutionary interpretation. The special issue begins with an Introduction by the guest co-editors. This provides a summary of the exchanges between Bird and his critics, with a particular focus on the debates stemming from the differences between traditional and revolutionary interpretations of Kant.

What is a verb?

2019 ◽  
Vol 14 (2) ◽  
pp. 169-188
Author(s):  
Eva Smolka ◽  
Dorit Ravid
Keyword(s):  
Building Blocks ◽  
The Other ◽  
Special Issue ◽  
Thematic Roles ◽  
Semitic Languages ◽  
General Terms ◽  
Lexical Items ◽  
The One ◽  
Current Special Issue ◽  
Structure And Functions

Abstract Verbs constitute one of the basic building blocks of a clause, setting the structure of arguments and expressing the relationships among nouns in various thematic roles. In general terms, verbs are lexical items expressing verb-oriented notions such as activities, processes, and states. In morphology-rich languages, the syntactic and lexical roles of verbs are mediated by typologically-oriented morphological means. The current Special Issue contrasts the structure and functions of verbs in languages from two morphologically rich, yet typologically different families. The articles in the Special Issue present spoken and written aspects of verbs in usage and development in German (a Germanic language) on the one hand, in Hebrew, Neo-Aramaic, and Arabic (Semitic languages), on the other. From a theoretical linguistic perspective, we ask how the different typological features of these languages affect the function of verbs in sentences, and from a psycholinguistic perspective, we ask how typological differences affect the processing of verbs in the mature minds of adults and in the developing minds of children.

Religion and Constitutional Practices in Asia: Five ‘Cs’ for Reflection

2018 ◽  
Vol 13 (2) ◽  
pp. 219-225
Author(s):  
Arif A JAMAL
Keyword(s):  
Case Studies ◽  
Comparative Law ◽  
The Other ◽  
Special Issue ◽  
Other Hand ◽  
Short Commentary ◽  
Five Cs ◽  
The One ◽  
The Individual

AbstractIn considering the articles in this Special Issue, I am struck by the importance of a set of factors that, in my view, both run through the articles like a leitmotif, as well as shape the major ‘take away’ lesson(s) from the articles. In this short commentary, I elaborate on these factors and the lesson(s) to take from them through five ‘Cs’: context; complexity; contestation; the framework of constitutions; and the role of comparative law. The first three ‘Cs’ are lessons from the case studies of the articles themselves, while the second two ‘Cs’ are offered as lessons to help take the dialogue forward. Fundamentally, these five ‘Cs’ highlight the importance of the articles in this Special Issue and the conference from which they emerged on the one hand, while on the other hand, also making us aware of what are the limits of what we should conclude from the individual articles. In other words, taken together, the five ‘Cs’ are, one might say, lessons about lessons.

scholarly journals Reflections on habituality across other grammatical categories

2019 ◽  
Vol 72 (1) ◽  
pp. 1-20
Author(s):  
Nora Boneh ◽  
Łukasz Jędrzejowski
Keyword(s):  
The Other ◽  
Special Issue ◽  
Grammatical Category ◽  
Imperfective Aspect ◽  
General Overview ◽  
Grammatical Categories ◽  
Other Hand ◽  
The Future ◽  
The One

Abstract The main aim of this introduction article is to give a general overview of how habituality has been investigated in the literature as a grammatical category. In doing so, we first elaborate on the question of how habituality can be characterized and what difficulties one encounters in determining its properties, which include non-contingent modal event recurrence. A brief discussion of these issues is given in Section 2. Section 3 outlines selected (conceptual and formal) connections between habituality and other grammatical categories. What our observations essentially indicate is that habituality, on the one hand, closely interacts with several TAM categories, most prominently imperfective aspect and its derivatives (progressive, continuative), and also interacts in special ways with modal categories, such as the evidential or the future, on the other hand, we also observe – as has been done previously – that habituality is often not encoded overtly and can be expressed by several forms within one and the same language, and if overtly marked by a dedicated form, diachronically, it is not always stable. Finally, Section 4 summarizes the most relevant findings of the articles collected in the present special issue and highlights their importance for the general discussion about habituality.

The Normative Power of Images: Religion, Gender, Visuality

2015 ◽  
Vol 5 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Stefanie Knauss ◽  
Daria Pezzoli-Olgiati
Keyword(s):  
Visual Culture ◽  
Meaning Making ◽  
Gender Norms ◽  
The Other ◽  
Special Issue ◽  
Religious Traditions ◽  
Introductory Article ◽  
The Common ◽  
And Gender ◽  
The One

In this introductory article to the special issue of Religion and Gender on gender, normativity and visuality, we establish the theoretical framework to discuss the influence of visual culture on gender norms. This introduction also provides a reflection on how these norms are communicated, reaffirmed and contested in religious contexts. We introduce the notion of visuality as individual and collective signifying practices, with a particular focus on how this regards gender norms. Two main ways in which religion, gender and normativity are negotiated in visual meaning making processes are outlined: on the one hand, the religious legitimation of gender norms and their communication and confirmation through visual material, and on the other hand, the challenge of these norms through the participation in visual culture by means of seeing and creating. These introductory reflections highlight the common concerns of the articles collected in this issue: the connection between the visualisation of gender roles within religious traditions and the influence of religious gender norms in other fields of (visual) culture.

Chance, Time and Silence: the New American Verse

1969 ◽  
Vol 3 (1) ◽  
pp. 89-101
Author(s):  
Jonathan Raban
Keyword(s):  
American Poetry ◽  
The Other ◽  
Special Issue ◽  
Time And Space ◽  
Charles Olson ◽  
New American Poetry ◽  
Semantic Value ◽  
The One ◽  
Black Mountain ◽  
Black Mountain Poetry

The post-Pound, post-Carlos Williams movement in American verse, represented by such poets as Charles Olson, Robert Creeley, Robert Duncan and Ed Dorn, has for the most part been received with a deadly critical hush, particularly in England. Apart from the timely special issue of Ian Hamilton's Review in 1964 on Black Mountain Poetry, together with some discreet championing by Eric Mottram and Donald Davie, attention to the New Verse has been largely confined to the off-campus underground scene. The Black Mountaineers are generally thought to be the exclusive province of the Fulcrum Press, Calder and Boyars, the International Times and a tiny circulating broadsheet published from Cambridge called The English Intelligencer. But this critical neglect is, I think, a symptom of a genuine distress in literature departments of universities about the nature of contemporary verse. On the one hand, we have acquired a sophisticated terminology for discussing most of the verbal objects we have learned to call poems: this terminology entails certain assumptions about the working of language itself–that, for instance, the semantic value of an utterance is housed entirely in the words that compose that utterance, that language is a collection of multiply-suggestive symbols, that the operation of language is rational, logical and continuous. On the other hand, we have been recently confronted with a body of verse which either defies, or comes off very badly from, our conventional terminology. Its most striking features have been a metrical, syntactical and logical discontinuity; an insistence that language works, not symbologically, but phenomenologically, as a happening in time and space; that the silence in which a poem occurs has as great a semantic value as the words which are imposed on that silence. Given this battery of opposed assumptions, it is hardly surprising that the case of the New American Poetry offers the unengaging spectacle of criticism and poetics confronting one another with at best a dubious silence, at worst, bared teeth.

scholarly journals Introduction

Social Text ◽  
2021 ◽  
Vol 39 (1) ◽  
pp. 1-19
Author(s):  
Nathan Snaza ◽  
Julietta Singh
Keyword(s):  
Ethnic Studies ◽  
Affect Theory ◽  
The Other ◽  
Educational Institutions ◽  
Special Issue ◽  
Critical Ethnic Studies ◽  
New Materialisms ◽  
Ecological View ◽  
The One ◽  
The University

Abstract This introduction to the special issue “Educational Undergrowth” proposes an ecological view of educational institutions and practices, one that foregrounds the porosity of borders so that entities and institutions that can sometimes seem distinct are thought of as always entangled. The editors elaborate this ecological view by drawing on theories of coloniality, especially the work of Sylvia Wynter (and her human/Man distinction) and Stefano Harney and Fred Moten (in The Undercommons). In this framing, the university appears as a specific, but not isolated, part of a colonial ecology structured around producing Man. This allows both for critical accounts of how coloniality shapes institutions such as schools and universities, always in relation to many other institutions and sites, and for speculative experiments in queer, decolonial, abolitionist education. The introduction intervenes in contemporary leftist debates about the university in particular and education more generally by offering a way of attuning to critical, abolitionist, and decolonial projects as specific but intraactive outgrowths of the colonial ecology and myriad disruptive projects (happening both in and outside of institutionalized schools). On the one hand, educational undergrowth accounts for how resources circulate unevenly in the colonial ecology so that the “growth” of some people, institutions, and projects is possible only because others are deprived, defunded, and disinvited. On the other hand, it draws on affect theory, new materialisms, and work in decolonial and critical ethnic studies to valorize otherwise marginal, bewildering, errant educational encounters that are always taking place in the undergrowth of the university.

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