Conditions of cultural citizenship: intersections of gender,race and age in public debates on family migration

This article analyses problem framings in public debates on family migration in Finland. The study focuses on the less-examined category of age and how it intersects with gender, race and religion. We examine the discursive context within which parliamentarians and the media negotiate questions of migration policies, belonging and citizenship. Our analysis identifies problem framings by combining frame analysis with the ‘What is the problem represented to be?’ approach, which understands policies as problematizations. We found that the debates held up the rather common notion of vulnerable women and children as groups that tighter family migration policies protect. The debates excluded certain racialized migrant families from cultural citizenship. Simultaneously, however, the public debate ‘whitewashed’ other families to make them suitable for inclusion. Here, the right to care for elderly family members played a central part in negotiations over cultural citizenship.     

The European Union and Belarus: democracy promotion by technocratic means?

Is Belarus an enviable constant in international relations: a maverick, isolated from the West and inseparable from the East? On the surface, there seems to be business as usual: Lukashenko's regime remains unchallenged; Belarus’ relations with the European Union – spasmodic at best; while its absorption into Russia's Eurasian project continues apace. Yet, some critical disjunctures – manifested in government tacit resistance to Russia's influence, and more instructively, in people's growing affinity with Europe – may indicate a sea-change transformation in the very fabric of society. This article, utilizing extensive and subject-focused research, conducted in the country between 2009 and 2013, examines the nature and causalities of the occurring change. It argues that democracy promotion, in Belarus’ case, may work better when depoliticized and inculcated, through norms, regulations, and practices of international order, into the daily lives of individuals. Through its continued technocratic, inclusive, and sector-level engagement, European Union governance, even under the conditions of limited bilateral dialogue, have succeeded in fostering much-needed space for reciprocal learning and critical reasoning, which may have far greater transformative potential than manufacturing a single collective will for democracy building.     

Principles of the Ukrainian social welfare system in the context of European integration

At the stage of the development of a new social welfare system in Ukraine, it is important to investigate all possible models and develop recommendations for the implementation of the most effective ones. The relevance of this paper lies in the study of the legal framework that operates in Ukraine and the possibilities of its improvement and consolidation into a more specific regulation. The purpose of the research was to study the principles of the social welfare system in Ukraine and to study foreign practices of the social welfare system. Within the framework of this study, the existing systems and models of social welfare systems in different countries were analyzed. The study identifies the most positive examples of social welfare policy for implementation in the current legal framework to improve and enhance the quality of social services in Ukraine. The analyzed foreign practices helped to identify the most effective models of social security. It was concluded that with the successful redistribution of funds, the introduction of a system of audit and control of social assistance financing, as well as being guided by foreign experience, Ukraine will be able to build a social welfare system that would satisfy all of the existing social needs of citizens.     

Diminishing Marginal Returns to Computer-Assisted Learning

The previous expansion of EdTech as a substitute for traditional learning around the world, the recent full-scale substitution due to COVID-19, and potential future shifts to blended approaches suggest that it is imperative to understand input substitutability between in-person and online learning. We explore input substitutability in education by employing a novel randomized controlled trial that varies dosage of computer-assisted learning (CAL) as a substitute for traditional learning through homework. Moving from zero to a low level of CAL, we find positive substitutability of CAL for traditional learning. Moving from a lower to a higher level of CAL, substitutability changes and is either neutral or even negative. The estimates suggest that a blended approach of CAL and traditional learning is optimal. The findings have direct implications for the rapidly expanding use of educational technology worldwide prior to, during, and after the pandemic.