“What Shall We Do With It Now?”: The Palazzo della Civiltà Italiana and the Difficult Heritage of Fascism

This article uses the Palazzo della Civiltà Italiana (PdCI) in the Rome suburb of EUR as a case study to explore how Italians have negotiated the “difficult heritage” of Fascism since 1945. Following Sharon Macdonald, the paper understands the term difficult heritage to refer to a historically significant past that remains materially visible through sites, buildings, artworks, monuments and other artefacts, but which is difficult to reconcile with “a positive, self-affirming contemporary identity”. The paper employs a biographical approach to reveal and analyse the post-Fascist “lives” of the PdCI, one of the most recognisable — and, in recent decades, most admired — examples of Fascist monumental architecture in Italy. With reference also to other examples of difficult Fascist heritage in Italy, and to sites associated with the difficult heritage of Nazism in Germany, the paper offers new insights into how Italy has confronted its Fascist past and places the Italian experience of difficult heritage within the broader international context.     

The Silicon Valley Media Law Blog

http://www.svmedialaw.com/ By Cathy Kirkman, 24 October 2004,California Archive (Thematic)   As the name suggests, the Silicon Valley Media Law Blog providesa commentary on media law developments in the US. In particular,it follows new legal decisions and legislation that might affectthose in the arena of music     

Ever Closer Cooperation? The Limits of the ‘Norwegian Method’ of European Integration

The 'No' majorities in two referendums on European Community/Union (EC/EU) membership have set clear formal limits to Norway's participation in European integration. However, pro-EU parliamentary majorities have tended to produce governments that seek as close cooperation with the EU as possible. This involves a kind of quasi-membership of the EU, particularly in the light of cooperation beyond the limits of the European Economic Area (EEA). The result has been a 'Norwegian method' of European integration that combines access to the Single Market with efforts to 'purchase' participation in other policy areas and adapt to changing EU policies, legislation and treaties. Given the supranational character of the EU's Single Market rules, this kind of quasi-membership goes considerably further than non-members' participation in most other international organisations. Although the EEA system has worked to the parties' satisfaction, Norway's efforts to keep up with a changing Single Market, maintain the institutions in the face of treaty change and enlargement, and accommodate new developments pertaining to the EU's second and third pillars represent considerable challenges to the Norwegian method of integration.     

Protesting Against Citizenship

In The Transformation of Political Community (Cambridge: Polity Press, 1998) Andrew Linklater suggests that he and Jacques Derrida share a “vision in which the totalising project is brought to an end” (pp. 74–75). However, the concept of citizenship acts as a prism through which Linklater and Derrida diverge radically. Linklater defends a dialogic conception of cosmopolitan citizenship in pursuit of more inclusive political arrangements. For Derrida, on the other hand, the future of the political requires radical openness to the coming of a universal alliance or solidarity beyond or in protest against citizenship. This article explores the divergence: first, to call into question Linklater's self-emplacement; second, to open up new angles of critique of his vision expressed in The Transformation of Political Community; and third, to emphasise the force of the Derridean argument.     

Peace education,militarism and neo-liberalism: conceptual reflections with empirical findings from the UK

This article explores ‘peace days’ in English schools as a form of peace education. From a historical overview of academic discussions on peace education in the US and Great Britain since the First World War, we identify three key factors important for peace education: the political context, the place in which peace days occur and pedagogical imperatives of providing a certain narrative of the sources of violence in politics. Although contemporary militarism and neoliberalism reduce the terrains for peace studies in English schools, peace days allow teachers to carve out spaces for peace education. Peace days in Benfield School, Newcastle and Comberton Village College, Cambridgeshire, are considered as case studies. We conclude with reflections on the opportunities and limitations of this approach to peace education, and on how peace educators and activists could enlarge its reach.     

Where Did All of the Fields Go?

The loss of farmland each year due to development in New York State is astounding. Yet, agriculture remains an important part of the local economy and is essential in providing local food to New York residents. Many land-use protective measures that have been put in place such as large minimal lot-size zoning and agricultural districts have failed to slow down the rate of farmland lost each year. Conservation easements are a vital protective tool, but they require lots of private and public funding. This funding is necessary in order to ensure farmland for future generations. Before it is too late, New York needs to follow the lead of states such as Pennsylvania, which has shown an overwhelming commitment to protecting vital farmland.