Re-enacting “Cossack roots:” embodiment of memory,history, and tradition among young people in southern Russia

This article draws upon ethnographic research which was conducted among young Cossacks (members of officially registered and informal Cossack clubs) in southern Russia. It presents young people’s participation in the Cossack “nativism” as a physical and material mode of socialization into the mnemonic community. The research puts forward an argument that such corporal and sensorial experiences is effective in recruiting some young members to the Cossack movement. At the same time, the performative character of neo-Cossack identity destabilizes contemporary Cossacks’ claims of authenticity related to the status of the legitimate heirs of historical Cossackdom. At the more general level of discussion this paper juxtaposes bodily activities, social memory, and revivalist discourses.     

Social Citizenship of Young People in Europe: A Comparative Institutional Analysis*

This article explains the diversity of young people’s access to social welfare by distinguishing between two models of social citizenship in a comparative analysis of 15 Western European countries. On the one hand, social citizenship can be familialized, when young people are considered as children and therefore do not receive state benefits in their own name. This form of citizenship is found in Bismarckian welfare states, based on the principle of subsidiarity. On the other hand, it can be individualized, in which case young people can be entitled to benefits in their own right, insofar as they are considered as adults. This form of social citizenship is found more in Beveridgean welfare states.     

Teachers’ nascent praxes of care: potentially decolonizing approaches to school violence in Trinidad

Zero tolerance, punitive, and more negative peace-oriented approaches dominate school violence interventions, despite research indicating that comprehensive approaches are more sustainable. In this article, I use data from a longitudinal case study at a Trinidadian secondary school to focus on the role of teachers and their impact on school violence; I show that institutional constraints are not fully deterministic, as teachers sometimes deploy their agency to efficacious ends. In combining Noddings’ postulations on care and Freire’s notions of praxis as a symbiosis of reflection and action, I explicate the nascent praxes of care of six teachers at this school, as they strive for more positive peace-oriented approaches to school violence. I characterize these praxes as nascent because they are not fully interrogative of the structural violence of the entire system. However, I do argue that these nascent praxes possess decolonizing and transgressive potentiality in the face of a logic of coloniality that reinforces hierarchy, exclusion, and marginalization in the Trinidadian educational system. I conclude by contending that these nascent praxes must be scaled-up to more mature, radical praxes, including the cultivation of a systemic praxis of care; in other words, a deeper and broader postcolonial peace education.     

青年恩格斯产业工人队伍建设思想及其当代价值

青年恩格斯基于早期英国产业革命的视角，追溯了英国产业工人队伍形成的原因，描绘了产业 工人队伍建设遭遇的困境，并就产业工人队伍建设提出了改革思路。青年恩格斯关于英国产业工人队伍建设及 其改革的深刻思考，为我们科学认识现代产业工人队伍的历史生成、现实状况和未来使命奠定了坚实的思想基础。 重温青年恩格斯曼彻斯特时期对英国工人阶级状况的社会历史性解读，不仅可以深化我们对其产业工人队伍建 设思想的理解，而且对推进我国新时代产业工人队伍建设改革具有重要的启示意义和现实价值。