The Dilemma Of Mexico's Development: The Roles of the Private and Public Sectors. By Raymond Vernon. Cambridge, Harvard University Press, 1963. Pp. xi + 226. $4.95. - The Political Economy Of Mexico: Two Studies. By William P. GladeJr and Charles W. Anderson. Madison, The University of Wisconsin Press, 1963. Pp. vii + 242. $5.00.

1964 ◽  
Vol 38 (3) ◽  
pp. 410-412
Author(s):  
Albert Lauterbach
Keyword(s):  
Political Economy ◽  
Harvard University ◽  
The Political ◽  
University Of Wisconsin ◽  
Private And Public ◽  
Public Sectors ◽  
The University

Using controversy as a teaching tool

2017 ◽  
Vol 99 (4) ◽  
pp. 15-20
Author(s):  
Joan Richardson
Keyword(s):  
The Political ◽  
Teaching Tool ◽  
School Of Education ◽  
University Of Wisconsin ◽  
The University

In a time of hyperpolarization and hyper partisanship, preparing students to deliberate about their differences becomes even more important. In this interview, Diana Hess, dean of the School of Education at the University of Wisconsin-Madison and co-author of The Political Classroom, describes the challenge of ensuring that students have access to multiple and competing viewpoints about issues of public importance. In her research with co-author Paula McAvoy, Hess said she learned that students value hearing their teachers’ viewpoints as long as teachers aren’t pressing those views on students but that hearing a teacher’s viewpoint didn’t often change a student’s own opinion.

scholarly journals Remembering Claudia Card: Two Tributes

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Paula Gottlieb ◽  
Lynne Tirrell
Keyword(s):  
John Rawls ◽  
Moral Luck ◽  
Harvard University ◽  
Feminist Philosophy ◽  
Central Division ◽  
University Of Wisconsin ◽  
The University ◽  
Taking Responsibility

From the editor: On behalf of the editors of FPQ, I thank our colleagues for providing us their public addresses at the Celebration of Life of Professor Claudia Falconer Card of the University of Wisconsin-Madison, who died on Saturday, September 12, 2015. Claudia Card was the author of over one hundred articles and books, key works of moral and feminist philosophy including Confronting Evils: Terrorism, Torture, Genocide (Cambridge 2010), The Atrocity Paradigm: A Theory of Evil (Oxford 2002), and The Unnatural Lottery: Character and Moral Luck (Temple 1996). She was the president of the Central division of the APA 2010-2011, which she often described as her favorite division of the APA. She earned her BA from UW-Madison, and her PhD in 1969 from Harvard University, as the advisee of John Rawls, whom she spoke of with affection as one of the most sensitive and generous of philosophers. I remain grateful to Claudia for being the sort of philosopher who helped her students, colleagues, and readers to confront our responsibilities, and the responsibilities of others, as she lived her own philosophy of taking responsibility for one’s own identity. K.J. Norlock

IR, the Critic, and the World: From Reifying the Discipline to Decolonising the University

2020 ◽  
pp. 030582982093706
Author(s):  
Isaac Kamola
Keyword(s):  
Higher Education ◽  
Political Economy ◽  
Critical Theory ◽  
The Political ◽  
Scholarly Work ◽  
Disciplinary Knowledge ◽  
The World ◽  
The University

Why does IR scholarship seem so resistant to travel into other disciplinary spaces? To answer this question, I look at the tendency for scholars within our discipline to talk to the discipline, about the discipline, and for the discipline. We obsess over ‘IR’ and, in doing so, reify IR as a thing. I turn towards Edward Said’s arguments about the worldliness of texts, and how reification shapes how ideas travel. I then provide two illustrations of how scholars have reified IR as a thing: Robert Cox’s approach to critical theory and Amitav Acharya’s call for a ‘Global IR’. In both cases, contrary to expectation, the authors reify IR as a thing, portraying the discipline as distinct from the world. IR is treated as something with agency, ignoring how disciplinary knowledge is produced within worldly institutions. I conclude by looking at three strategies for studying worldly relations in ways that refuse to reify the discipline: showing disloyalty to the discipline, engaging the political economy of higher education, and seeking to decolonise the university. Rather than reifying IR, these strategies help us to engage our scholarly work in a way that prioritises worldly critical engagements within our disciplinary community, and the world.

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