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Key Thinkers for the Information Society provides an introduction to some important social theorists whose work has considerable relevance to today's 'brave new world' of information and communication technologies. With the aim of widening current perspectives on the information society, each contributor introduces a particular theorist and discusses the way in which their insights can be reintroduced into debates regarding the social, political and cultural impact of ICTs. Theorists presented in Volume 1 include some well-known and some less well-known figures: Walter Benjamin; Murray Edeleman; Jacques Ellul; Harold Innes; Lewis Mumford; Karl Polanyi; Eric Elmer Scattachneider and Raymond Williams. Each has something fresh and pertinent to say and taken as a whole this volume provides an exciting new resource for contemporary studies.
This comprehensive educational history of public schools in Hawai'i shows and analyzes how dominant cultural and educational policy have affected the education experiences of Native Hawaiians. Drawing on institutional theory as a scholarly lens, the authors focus on four historical cases representing over 150 years of contact with the West. They carefully link historical events, significant people, educational policy, and law to cultural and social consequences for Native Hawaiian children and youth. The authors argue that since the early 1800s, educational policy in Hawai'i emphasizing efficiency has resulted in institutional structures that have degenerated Hawaiian culture, self-image, and sovereignty. Native Hawaiians have often been denied equal access to quality schools and resulting increased economic and social status. These policies were often overtly, or covertly, racist and reflected wider cultural views prevalent across the United States regarding the assimilation of groups into the American mainstream culture. The case of education in Hawai'i is used to initiate a broader discussion of similar historical trends in assimilating children of different backgrounds into the American system of education. The scholarly analysis presented in this book draws out historical, political, cultural, and organizational implications that can be employed to understand other Native and non-Native contexts. Given the increasing cultural diversity of the United States and the perceived failure of the American educational system in light of these changes, this book provides an exceptionally appropriate starting point to begin a discussion about past, present, and future schooling for our nation's children. Because it is written and comes from a Native perspective, the value of the "insider" view is illuminated. This underlying reminder of the Native eye is woven throughout the book in Ha'awina No'ono'o--the sharing of thoughts from the Native Hawaiian author. With its primary focus on the education of native groups, this book is an extraordinary and useful work for scholars, thoughtful practitioners, policymakers, and those interested in Hawai'i, Hawaiian education, and educational policy and theory.
Fully revised and updated throughout, Theorizing European Integration 2nd edition provides a comprehensive introduction to the theoretical study of European integration. Combining perspectives from international relations, comparative politics and social and political theory, Dimitris N. Chryssochoou offers a complete overview of the many competing approaches that have sought to capture and explain the evolving political nature of the European Union (EU) and its qualitative transition from a union of states to a polity in its own right. Contemporary issues, themes and theories addressed include: the different uses and current state of EU theorizing statecentric accounts of integration and their critics new normative challenges to the study of the EU the political dynamics of European treaty reform new forms of democracy, citizenship and governance the limits and possibilities of EU constitutionalism interdisciplinary understandings of EU polityhood the introduction of a theory of organized synarchy the transformations of state sovereignty in late modern Europe.
What is symbolic representation? Since Hanna Pitkin’s seminal The Concept of Representation, the symbolic has been the least studied dimension of political representation. Innovatively adopting a discursive approach, this book - the first full-length treatment of symbolic representation - focuses on gender issues to tackle important questions such as: What are women and men symbols of, and how is gender constructed in policy discourse? It studies what functions symbolic representation fulfils in the construction of gender, what social roles get legitimized in policy discourse, and how this affects power constellations, ultimately revealing much about the relation between symbolic, descriptive, and substantive representation. Emanuela Lombardo and Petra Meier draw on theories of symbolic representation and gender, as well as rich primary material about political debates on labour and care issues, partnership and reproductive rights, gender violence, and quotas. Using this original data, the authors show that reconsidering symbolic representation from a discursive perspective makes explicit issues of (in)equality embedded within particular constructions, as well as their consequences for political representation and gender equality. This important exploration raises relevant new questions regarding the representation of gender that form valuable contributions to the fields of political science, political theory, sociology, and gender studies.
The contentious history of a provocative report and its meaning for American political science
Popular interpretations of American government tend to center on the presidency. Successes and failures of government are often attributed to presidents themselves. But, though the White House stands as a powerful symbol of government, the United States has a separated system intentionally designed to distribute power, not to concentrate it. Charles O. Jones explains that focusing exclusively on the presidency can lead to a seriously distorted picture of how the national government works. The role of the president varies widely, depending on his resources, advantages, and strategic position. Public expectations often far exceed the president's personal, political, institutional, or constitutional capacities for achievement. Jones explores how presidents find their place in the permanent government and how they are "fitted in" by others, most notably those on Capitol Hill. This book shows how a separated system of government works under the circumstances created by the Constitution and encouraged by a two-party system. Jones examines the organizational challenges facing presidents, their public standing and what it means, presidential agendas and mandates, and lawmaking—how it works, where the president fits in, and how it varies from issue to issue. He compares the post-World War II presidents and identifies the strengths and weaknesses of each in working within the separated system. Jones proposes a view of government as a legitimate, even productive, form of decisionmaking and emphasizes the varying strategies available to presidents for governing. He concludes with a number of important lessons for presidents and advice on how to make the separated system work better.