UNESCO,world heritage and the gridlock over Yemen

Abstract

Since March 2015, the Saudi-led military intervention in Yemen has had devastating consequences for the country, its people and its rich cultural heritage. This article traces the responses of the world’s foremost multilateral body concerned with heritage promotion and protection, the United Nations Educational, Scientific and Cultural Organization (UNESCO). Drawing on extensive interviews, archival research and long-term ethnographic research on UNESCO itself and, more specifically, its responses to the war in Yemen, it documents UNESCO’s profound failures in protecting Yemen’s heritage and in confronting the Saudi-led coalition. To do so, the article utilises the framework of ‘gridlock’ to analyse how and why multilateral bodies such as UNESCO become hamstrung in confronting powerful member states in conflict. The article concludes by arguing that UNESCO’s failures in Yemen hold powerful lessons about the role of multilateral institutions in addressing conflict.     

Are Monetary Unions Inevitable?

With the rapid growth of cross-border competition among currencies, informed observers predict that the new monetary unions are virtually inevitable in many parts of the world. In fact, predictions of such alliances are misleading and almost certainly wrong. Monetary unions necessarily imply a measure of collective action in the issue and management of money. An alliance requires allies—other states with similar preferences and a disposition to act cooperatively. A survey of proposed monetary unions shows that willing partners among sovereign states are just not all that plentiful. Conceivably some governments could be attracted to less demanding forms of monetary alliance, depending on bargaining context. But prospects for many full new monetary unions are dim at best.     

Does merit pay reward good teachers? Evidence from a randomized experiment

A common criticism of merit‐pay plans is that they fail to systematically target rewards to the most effective teachers. This study presents new evidence on this issue by evaluating data from Tennessee's Career Ladder Evaluation System and the Project STAR class‐size experiment. Because the students and teachers participating in the experiment were randomly assigned, inferences about the relative quality of teachers certified by the career ladder should be unbiased. The results indicate that Tennessee's career ladder had mixed success in rewarding teachers who increased student achievement. Assignment to career‐ladder teachers increased mathematics scores by roughly 3 percentile points but generally had smaller and statistically insignificant effects on reading scores. © 2004 by the Association for Public Policy Analysis and Management.     

International ideologies: paradigms of ideological analysis and world politics

Abstract

Recent years have seen significant interest among scholars of International Relations (IR) in ideological analysis. By treating international theories as international ideologies, this trend entails both a radical reconceptualization of IR’s disciplinary foundations as well as the emergence of important new lines of inquiry for scholars of ideology. And yet, as a research programme, ideological analysis in IR has failed to establish a significant foothold in the discipline. This article locates the source of this weakness in the fractious nature of IR as a discipline, which has contributed to the emergence of five distinct paradigms of ideological analysis: analytical, historical, philosophical, critical and reflexive. Reviewing these five distinct bodies of scholarship, this article demonstrates that ideological analysis is ‘alive and well’ in IR, but argues that greater engagement between divergent paradigms will be required in order to fully understand the complexities of international ideologies.