Populism in the 21st century: Today, tomorrow, always?

2021 ◽  
Vol 13 (2) ◽  
pp. 33-61
Author(s):  
A. V. Glukhova

The concept of populism has been known since Antiquity. However, in recent decades it gained new prominence amongst politicians and political experts. The present paper attempts to reconstruct the image of populism of the 21st century and to assess the viability of populist parties and movements involved in the context of current social and political processes within Western societies. The first section of the paper examines various definitions of populism elaborated by both Russian and foreign political scholars. On that basis the author attempts to identify the core meaning of this phenomenon, its historic roots and psychological underpinnings, as well as a social-political profile today. The author highlights such constituent elements of the populist discourse that crystallized throughout its development, as direct appeal to the public sentiments, oversimplification of reality and the use of manipulative techniques. The second section of the paper examines the origins and characteristic features of the populist wave that spanned across both developed and developing countries in the early 21st century. For that matter, the effects of globalization are considered particularly problematic, as they have uncertain implications for international relations and exacerbate social and economic tensions even within developed societies creating both ‘winners’ and ‘losers’. They also allowed various populist movements to take advantage of the growing social instability in the wake of the global financial crisis of 2008–2009. Additionally, the author links the recent rise in the populist sentiments to the deepening crisis of traditional political party systems, the erosion of principles of parliamentarianism and the development of new information and communication technologies. The author stresses that in these circumstances different charismatic leaders gain new opportunities for mobilizing public support. The research concludes that the prospects for the ongoing populist wave are best described by a formula, proposed by a German political scientist Klaus von Beyme: ‘Populism never lasts very long — but it is somehow always around’.

Author(s):  
Leanne Bowler

The focus of this article is on how young people, ages 12–19, in the early 21st century use information and communications technologies. The wide and diverse nature of the landscape, composed of multiple platforms and applications in continuous change, necessitates a broad approach. Information technologies are now bundled with communications capabilities and vice versa, making a focus on one and not the other virtually impossible. Furthermore, one of the difficulties in studying ICT use among children and teenagers is that statistics and studies are still limited, even within digitally privileged countries. Ironically, while research in this area has focused on the educational use of ICT, young people overwhelmingly use it for personal reasons. This article, therefore, looks at ICT through a wide angle and offers a snapshot of the role of ICT in the lives of young people in the early days of the 21st century, suggesting in broad terms where the emerging issues and trends may lie.


2020 ◽  
Vol 3 (9) ◽  
pp. 181-185
Author(s):  
Jaspreet Singh ◽  
Amir Shamim Shiekh ◽  
Manmeet Kour ◽  
Pankaj Kumar

In the last few decades, Information Technology has transformed the entire world into a village, known as Global Village, as proposed by Marshal McLuhan. ICT has increased its influence in every field like the education sector, defense sector, technology etc. In the 21st century, information and communication technology (ICT) has become an important and integral part of most educational organizations throughout the world.. The use of ICT in classroom teaching and learning processes has become indispensable as it gives teachers and learners the opportunity to operate, store, control and retrieve data in addition to promoting self-regulated and active learning. (Ali, Haolader & Muhammad, 2013) Today we are dependent on technology and the role of ICT is increasing day by day and is believed to be a new normal. Keeping that in view, the present paper attempts to examine the relationship between information and communication technologies (ICT) and student learning. This conceptual paper  is based on secondary information collected from different sources such as books, journal articles, newspapers, reports of various government organizations, non-governmental organizations and soon.


Author(s):  
Christoph Nitschke ◽  
Mark Rose

U.S. history is full of frequent and often devastating financial crises. They have coincided with business cycle downturns, but they have been rooted in the political design of markets. Financial crises have also drawn from changes in the underpinning cultures, knowledge systems, and ideologies of marketplace transactions. The United States’ political and economic development spawned, guided, and modified general factors in crisis causation. Broadly viewed, the reasons for financial crises have been recurrent in their form but historically specific in their configuration: causation has always revolved around relatively sudden reversals of investor perceptions of commercial growth, stock market gains, monetary availability, currency stability, and political predictability. The United States’ 19th-century financial crises, which happened in rapid succession, are best described as disturbances tied to market making, nation building, and empire creation. Ongoing changes in America’s financial system aided rapid national growth through the efficient distribution of credit to a spatially and organizationally changing economy. But complex political processes—whether Western expansion, the development of incorporation laws, or the nation’s foreign relations—also underlay the easy availability of credit. The relationship between systemic instability and ideas and ideals of economic growth, politically enacted, was then mirrored in the 19th century. Following the “Golden Age” of crash-free capitalism in the two decades after the Second World War, the recurrence of financial crises in American history coincided with the dominance of the market in statecraft. Banking and other crises were a product of political economy. The Global Financial Crisis of 2007–2008 not only once again changed the regulatory environment in an attempt to correct past mistakes, but also considerably broadened the discursive situation of financial crises as academic topics.


Author(s):  
José Manuel Saiz Álvarez ◽  
Alicia Coduras Martínez ◽  
Carlos Cuervo Arango

As the world economy is globalized, crises are rapidly spread due to the massive use of ICTs (Information and Communication Technologies), also affecting the entrepreneurial values involved in business creation processes. In this sense, digital marketing has a key role to play, as it can serve as a tool based on technology applied to foster nascent entrepreneurship. Using data for GEM Latin American countries, and applying clustering analysis based on the K-means method, the objective of this work is to test if the actual First Global Financial Crisis (FGFC) has altered the entrepreneurial values in Latin American firms. The main result of this work is that the traits of entrepreneurial activity in GEM Latin American countries have progressively shifted from quantity to quality, so digital marketing is having an increasing importance.


This article presents the successive changes and evolution of the frameworks for 21st century competencies, since the appearance of the first conceptual models during the final years of the last century, and also it is a review of the competencies that are needed in the 21st century with a special focus on the Information and Communication Technologies (ICT) competencies. The included frameworks have been elaborated by diverse institutions such as international organizations, private consortia and also governments as a guideline for educational policies in elementary and secondary schools. Later, the frameworks are compared and analyzed according to a classification of the competencies into general categories, in order to visualize some trends and obtain some insights about the direction they are heading. Finally, it provides some suggestions for the conception of future frameworks.


Educatia 21 ◽  
2021 ◽  
Author(s):  
Dana Daniel Horowitz ◽  
◽  
Nicolae Paun ◽  

This article focuses on a case study of primary schools in the northern peripheral region in Israel. Its aim is acquiring insights into the influence of principals as educational leaders of meaningful use of information and communication technologies (ICT) in teaching and learning. The data source in this study is qualitative based on personal interviews with 6 school principals and 9 teachers. The conclusion arising from these interviews was that school principals’ areas of responsibility are anchored in leading teaching, educational and learning processes, molding schools’ future image – vision and managing change, leading, and professionally developing staff, while concentrating on in individuals, managing links between schools and communities. School leaders do not need to be IT experts, but it is important they have the vision to adopt change reform in the technological era of the 21st century. Principals are role models for teachers when they provide them with support and training to encourage them to employ ICT in planning their lessons. which is likely to improve their teaching and students’ learning.


Author(s):  
Maria V. BATYREVA ◽  
Egine A. KARAGULYAN

In recent decades, the forms of social and political participation and interaction between authorities and citizens have expanded due to the development of modern information and communication technologies. According to most scientists, modern technologies will allow citizens to be heard by the authorities, as well as to actively participate in social and political processes. At the same time, the level of demand and the real use of smart technologies by citizens for socio-political activity, in our opinion, largely depend on the level of their information competence and civic-mindedness. The purpose of this study is to assess the demand, analyze the nature and purpose of the use of modern digital services for social and political activity of the residents of the Tyumen region. The article is based on the sociological study conducted in the summer of 2021 through a questionnaire survey of the residents of cities and rural municipal districts in the south of the Tyumen region. The article presents the results of a study on the level of digital competence of the region’s residents, their awareness of the existing “smart” technologies in the country and the region to manifest socio-political activity, as well as the demand for these technologies. The article also presents an analysis of the purpose of the use of electronic services and the specific nature of these forms of interaction between the authority and the population (political, non-political). It was found out that electronic resources are used by 40% of the population to express their civic-mindedness, and they are more often used by respondents with a higher level of information competence. Most residents of the region are at lower levels of political participation, their interaction with the authorities is mainly limited to information sharing. The share of the population with a higher level of participation is small and is represented by members of political parties and public organizations.


Author(s):  
Oladiran Stephen Olabiyi

The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be overemphasised in the knowledge-based and globalised society. The world of works is in as continuous a state of change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Therefore, this chapter discusses the challenges and prospects of ICT in teaching TVE towards globalisation. The chapter points out clearly the meaning, philosophy, and objectives of TVET, concept and types of ICT, the need for effective utilisation of ICTs and its role in TVET, the challenges and solutions to the effective utilisation of ICTs in TVET, and the prospect of using ICT in teaching TVET. The chapter concludes by suggesting solutions for proper planning, management, and effective utilisation of ICTs resources in TVET.


Author(s):  
Laura Alcaide Muñoz ◽  
Manuel Pedro Rodríguez Bolívar

Many countries have implemented changes in public sector management models based on the strategic and intensive use of new information and communication technologies. However, most research has focused on developed countries, with the area of emerging economies being neglected. This chapter offers a framework to help public administrators and researchers evaluate the field of e-Government research in emerging economies, identifying research gaps and possibilities for improvement in the context of e-government research in developing countries. The findings reveal the existence of various research gaps and highlight areas that should be addressed in future research, especially in developing countries. Indeed, the research approach to e-government remains immature, focusing on particular cases or dimensions, while little has been done to produce theories or models to clarify and explain the political processes of e-government.


Sign in / Sign up

Export Citation Format

Share Document