Bail and Pretrial Justice in the United States: A Field of Possibility

In this review of scholarship on bail and pretrial justice in the United States, we analyze how the field of bail operates (and why it operates as it does), focusing on its official and unofficial objectives, core assumptions and values, power dynamics, and technologies. The field, we argue, provides extensive opportunities for generating revenue and containing, controlling, and changing defendants and their families. In pursuit of these objectives, actors consistently generate harms that disproportionately affect low-income people of color and amplify social inequalities. We close with an analysis of political struggles over bail, including current and emerging possibilities for both reformist and radical change. In this, we urge scholars toward sustained engagement with people and organizations in criminalized communities, which pushes scholars to reconsider our preconceptions regarding safety, justice, and the potential for systemic change and opens up new avenues for research and public engagement.

Theorising human trafficking through slow violence

Human trafficking is predominantly framed as a criminal justice issue with sensationalised, highly visible violence. Stereotypical figures of young women in danger, passively poised to be rescued by figures of the state or vigilante justice, animate public discourse and policy. Yet the reality of trafficking is often far more complex than the linear narratives presented in the mainstream. In this article, I argue that human trafficking is more readily accessible as slow violence, the accumulation and accretion of the consequences of systematic oppression over time. I use Nixon's Slow Violence and the Environmentalism of the Poor to articulate a stance against the flash of trafficking's ‘master narratives’. Slow violence offers three key elements for theorising human trafficking, i.e. that the harms are so gradual or delayed they: become imperceptible; compound over protracted durations of time; and may be so mundane and unspectacular to not even register as ‘violence’ in our vernacular. Aligned with a critical trafficking studies approach that draws attention to power dynamics and imbalances, slow violence focuses on the forms of exploitation and precarity that are taken for granted or assumed to be static. I use a collection of artifacts and examples from dominant anti-trafficking organisations and media to demonstrate the urgency required to both rethink trafficking against these flattening overgeneralisations and recommit to a transformative practice that makes more lives liveable. In the tradition of feminist anti-violence scholarship, I conclude by shifting from the micro-level examples of trafficking that fuel misinformation campaigns to the systems that perpetuate violence, exploitation and extraction – and must be eradicated if we are committed to ending human trafficking locally and globally.

Challenging boundaries to expand frontiers in gender and policy studies

Gender and policy studies needs to face challenges and cross boundaries if the discipline is to develop. This article argues that gender and policy studies needs to explicitly foreground the centrality of politics – the analysis of power – in approaching policy. The discipline confronts boundaries in relation to inclusivity, diversity and relevance. Inclusive gender equality demands challenging the hegemonising and marginalising boundaries in the field, which contributes to its relevance by placing politics and power centre stage. Openness to the diversity of gender and policy approaches, a more systematic and thoughtful application of intersectionality, cooperation with LGBTQI+, critical race studies and normative political theory provide opportunities to challenge boundaries and advance knowledge. We argue that explicit reflexivity about power dynamics and knowledge production, employing a plurality of approaches, will better equip the discipline to navigate major challenges and crises, and offer more nuanced democratic and egalitarian societal contributions.

Rainforest Capitalism

Congolese logging camps are places where mud, rain, fuel smugglers, and village roadblocks slow down multinational timber firms; where workers wage wars against trees while evading company surveillance deep in the forest; where labor compounds trigger disturbing colonial memories; and where blunt racism, logger machismo, and homoerotic desires reproduce violence. In Rainforest Capitalism Thomas Hendriks examines the rowdy world of industrial timber production in the Democratic Republic of the Congo to theorize racialized and gendered power dynamics in capitalist extraction. Drawing on ethnographic fieldwork among Congolese workers and European company managers as well as traders, farmers, smugglers, and barkeepers, Hendriks shows how logging is deeply tied to feelings of existential vulnerability in the face of larger forces, structures, and histories. These feelings, Hendriks contends, reveal a precarious side of power in an environment where companies, workers, and local residents frequently find themselves out of control. An ethnography of complicity, ecstasis, and paranoia, Rainforest Capitalism queers assumptions of corporate strength and opens up new ways to understand the complexities and contradictions of capitalist extraction.

Knowledge and Agency. The Case of Claes Rålamb and the Swedish Embassy to Istanbul, 1657–58

This article explores the interplay between knowledge and agency in early modern diplomacy. Focusing on the power dynamics of early modern empire through a case study of a Swedish embassy to the Ottoman Empire in 1657–58, the article shows how agency and knowledge interlinked throughout the diplomatic mission. At the centre of the study is Claes Rålamb, a Swedish nobleman who was sent to Istanbul to secure an alliance between Sweden and the Ottoman vassal state Transylvania. Rålamb’s journey to, and stay in, Istanbul was framed by global political developments, yet, it was also directly influenced by local customs and personal connections. In particular, Rålamb’s ability to act as an agent of the Swedish Empire was shaped by the difficulties of attaining reliable information. Moreover, the framework within which he was able to act changed between different stages of the journey. This makes the intersection between knowledge and agency a fruitful focal point for examining early modern empire, going beyond traditional national frameworks and categories of actors. Rålamb was sent out as an envoy of the Swedish empire, yet the meaning of that position changed constantly.

The coloniality of Holocaust memorialization in post-apartheid South Africa

This article investigates local endeavours for Holocaust memory in post-apartheid South Africa in their relation to global memory imperatives that are, among others, produced by supranational organizations such as UNESCO and the International Holocaust Remembrance Alliance. Drawing on a larger case-study on globalized memory, I analyse to what extent a generalized mnemonic framework is reflected in South Africa's 2007 curriculum reform, namely its inclusion of the Holocaust and subsequent memory politics. In order to illuminate the coloniality of memorialization, I trace the epistemic location of the narrative that suggests that Holocaust memory nourishes democratic values and human rights—maybe even more so than local memories of violence and oppression such as colonization and apartheid. In this regard, I found that while many activists for Holocaust memory continuously and sometimes uncritically advocate for its global implementation, a decolonial perspective enables us to understand the power dynamics constitutive of universal moral norms around Holocaust memory that tacitly transmit global demands to local contexts. I therefore suggest that, within the global colonial matrix of power, a universally advised practice of memorializing the Holocaust to specific ends can be regarded as a technique of governmentality, because it risks limiting utopian thought beyond the Euro-modern paradigm.

Reimagining Education

There is general recognition that ‘Education has the power to transform the world' and equip young people to build a sustainable and peaceful world. As a step towards understanding the current state of education and collectively reimagining the future of education, a series of focus group discussions were conducted with students, teachers, and parents from all over the world. Eight prominent themes emerged from the participant discussion as follows: (1) education as a means to an end, (2) external influences on education system, (3) test centric system of education, (4) constrained curriculum and teaching practices, (5) education as a social and emotional activity, (6) school climate and power dynamics in the classroom, (7) educational infrastructure, and (8) technology and remote learning. Based on participant insights, the major issues in education, emerging innovative solutions, and recommendations for the future are discussed.

A Scoping Review Examining Governance, Co-Creation, and Social and Ecological Justice in Living Labs Literature

Living Labs (LLs) are increasingly being used as an approach to address complex sustainability-related challenges. Inspired by existing knowledge and practice gaps, calls for further examination of governance and co-creation in relation to LLs work, and our experiences in the Lake Superior Living Labs Network, we conducted a scoping review of the recent (2015–2019) LLs literature. This review focused on peer-reviewed LLs literature aimed at addressing sustainability-related challenges and involving universities as key collaborators specifically. This scoping review addressed the research questions: how are LLs conceptualized, described, and applied? how are LLs governed? How is co-creation supported in LLs work? and, are social and/or environmental justice considered in LLs work? From the 729 citations gathered in the electronic database searches, 48 papers were identified as relevant through the screening and eligibility assessment. We found that this literature is growing rapidly, highly interdisciplinary, and predominantly taking place within European urban centres. We summarize the findings in relation to our research questions and outline implications for interrogating governance, unpacking co-creation, and working towards social and ecological justice in LLs research and practice. We conclude by outlining four key research directions to advance LLs work, including, (1) expanding research across a greater diversity of settings; (2) examining and analyzing governance and power dynamics; (3) exploring how learning evolves via co-creation; and (4) examining how universities are impeding and/or supporting advances in relation to governance, co-creation, and justice in LLs work.

“Los Programadores Debieron Pensarse Como Dos Veces”: Exploring the Intersections of Language, Power, and Technology with Bi/Multilingual Students

Critical computing approaches to K-12 computer science education aim to promote justice in computing and the wider world. Despite being intertwined with inequitable power dynamics in computing, issues of linguistic (in)justice have received less attention in critical computing. In this article, I draw on theoretical ideas from sociolinguistics and critical computing to analyze qualitative data collected in computing and technology-integrated language and humanities classes serving emergent bi/multilingual middle school students. Conversations about language, technology, and power were close at hand in focal classrooms, and surfaced in moments when students acted as users and critics of, and tinkerers with, digital tools. Students exercised agency in relation to both technology and language—using their budding understandings of language to question digital tools, and their engagements with tools to challenge traditional language ideologies. I build on past scholarship and the findings of this analysis to argue for the development of critical translingual computing education —an approach that would engage especially language-minoritized students in critical computing to build on and affirm their language practices and promote linguistic justice in computer science education, fields, and tools.