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This edited volume explores the different ways in which members of the European Union have interacted with Kosovo since it declared independence in 2008. While there is a tendency to think of EU states in terms of two distinct groups – those that have recognised Kosovo and those that have not – the picture is more complex. Taking into account also the quality and scope of their engagement with Kosovo, there are four broad categories of member states that can be distinguished: the strong and weak recognisers and the soft and hard non-recognisers. In addition to casting valuable light on the relations between various EU members and Kosovo, this book also makes an important contribution to the way in which the concepts of recognition and engagement, and their relationship to each other, are understood in academic circles and by policy makers.
Recognition is often considered a means to de-escalate conflicts and promote peaceful social interactions. This volume explores the forms that social recognition and its withholding may take in asymmetric armed conflicts, examining the risks and opportunities that arise when local, state, and transnational actors recognise, misrecognise, or deny recognition of armed non-state actors. By studying key asymmetric conflicts through the prism of recognition, it offers an innovative perspective on the interactions between armed non-state actors and state actors. In what contexts does granting recognition to armed non-state actors foster conflict transformation? What happens when governments withhold recognition or label armed non-state actors in ways they perceive as misrecognition? The authors examine the ambivalence of recognition processes in violent conflicts and their sometimes-unintended consequences. The volume shows that, while non-recognition prevents conflict transformation, the recognition of armed non-state actors may produce counterproductive precedents and new modes of exclusion in intra-state and transnational politics.
Axel Honneth is best known for his critique of modern society centered on a concept of recognition. Jacques Rancière has advanced an influential theory of modern politics based on disagreement. Underpinning their thought is a concern for the logics of exclusion and domination that structure contemporary societies. In a rare dialogue, these two philosophers explore the affinities and tensions between their perspectives to provoke new ideas for social and political change. Honneth sees modern society as a field in which the logic of recognition provides individuals with increasing possibilities for freedom and is a constant catalyst for transformation. Rancière sees the social as a policing order and the political as a force that must radically assert equality. Honneth claims Rancière's conception of the political lies outside of actual historical societies and involves a problematic desire for egalitarianism. Rancière argues that Honneth's theory of recognition relies on an overly substantial conception of identity and subjectivity. While impassioned, their exchange seeks to advance critical theory's political project by reconciling the rift between German and French post-Marxist traditions and proposing new frameworks for justice.
This second volume continues the story told in the first by focusing on the writings of a selection of seminal thinkers in the seventeenth and eighteenth centuries, in England, the German speaking world and in France, ending with the debate around the French Revolution of 1789. Tony Burns discusses the work of Thomas Hobbes, John Selden, Sir Matthew Hale, John Locke, Samuel Clarke, Johannes Althusius, Samuel Pufendorf, Gottfried Wilhelm Leibniz, Jean Barbeyrac, the anonymous author of Militaire philosophe, Claude Buffier, l’abbé de Saint-Pierre, Jean-Jacques Burlamaqui, Montesquieu, Jean-Jacques Rousseau, l’abbé de Sieyès, Jeremy Bentham, Immanuel Kant, Mary Wollstonecraft and Claude-Henri de Saint-Simon. The author concludes with an analysis of the concept of administration in the writings of Saint-Simon, as a point of transition to the discussion of the themes of bureaucracy, technocracy and managerialism in the third volume.
This volume looks at the ways in which governance in the exercise of its strategies also acts as a process of production of subjects. It argues that governance is not a one-sided affair starting and ending with those who rule and govern, producing fiats, decrees, and diktats, but a productive process — one that produces subjects of governance who in turn respond to the process, and make the field of governance a contentious one. Against the backdrop of the first transition of democracy in India from its origin in a colonial polity to the first phase of its independent life after the promulgation of the Indian Constitution in 1950, this volume explores the second transition towards developmental democracy, examining the interrelations between globalisation, development and structures of governance. The volume suggests that while there is need to reflect on the governance of transition, it is important to question how democracy negotiates this transition.
The book examines the impact of poverty and other global crises in generating forms of structural coercion that cause agential and societal underdevelopment. It draws from discourse ethics and recognition theory in criticizing injustices and pathologies associated with underdevelopment.
Emotional Heritage brings the issues of affect and power in the theorisation of heritage to the fore, whilst also highlighting the affective and political consequences of heritage-making. Drawing on interviews with visitors to museums and heritage sites in the United States, Australia and England, Smith argues that obtaining insights into how visitors use such sites enables us to understand the impact and consequences of professional heritage and museological practices. The concept of registers of engagement is introduced to assess variations in how visitors use museums and sites that address national or dissonant histories and the political consequences of their use. Visitors are revealed as agents in the roles cultural institutions play in maintaining or challenging the political and social status quo. Heritage is, Smith argues, about people and their social situatedness and the meaning they, alongside or in concert with cultural institutions, make and mobilise to help them address social problems and expressions of identity and sense of place in and for the present. Academics, students and practitioners interested in theories of power and affect in museums and heritage sites will find Emotional Heritage to be an invaluable resource. Helping professionals to understand the potential impact of their practice, the book also provides insights into the role visitors play in the interplay between heritage and politics.
This comprehensive volume is the first systematic effort to explore the ways in which recognised states and international organisations interact with secessionist ‘de facto states’, while maintaining the position that they are not regarded as independent sovereign actors in the international system. It is generally accepted by policy makers and scholars that some interaction with de facto states is vital, if only to promote a resolution of the underlying conflict that led to their decision to break away, and yet this policy of ‘engagement without recognition’ is not without complications and controversy. This book analyses the range of issues and problems that such interaction inevitably raises. The authors highlight fundamental questions of sovereignty, conflict management and resolution, settlement processes, foreign policy and statehood. This book will be of interest to policy makers, students and researchers of international relations. It was originally published as a special issue of the journal Ethnopolitics.
The Politics of Authentic Engagement: Perspectives, Strategies and Tools for Student Success provides practical approaches for leaders in a variety of roles to address the changing landscape of schooling, build dynamic relationships in support of schools, help parents/families support their children’s achievement and create a culture of engagement. Strategies described in this book teach how to serve as a listener, teacher, leader facilitator, and initiator in engaging others within professional settings to do meaningful work that benefits students. It's companion book, Authentic Engagement: Perspectives, Strategies, and Tools for Student Success supports leaders in helping others learn to engage by providing handout, overheads, instructions, and other prompts to use in workshop settings.