Reviews

Hillel Ticktin, Origins of the Crisis in the USSR. Armonk, NY and London: M. E. Sharpe, 1992. ix + 192 pp., $45.00 h/b, $19.95 p/b. Walter D. Connor, The Accidental Proletariat: Workers, Politics, and Crisis in Gorbachev's Russia. Princeton, NJ: Princeton University Press, 1991, xvi + 375 pp., £25.00. $39.50.

Archie Brown, ed., New Thinking in Soviet Politics. London: Macmillan, 1992, xii + 115 pp., £30.00 h/b, £9.99 p/b.

Vadim Bakatin, Osvobozhdenie ot illyuzii. Kemerovo: Kemerovskoe knizhnoe izdatel'stvo, 1992, 183 pp.

Robert T. Huber & Donald R. Kelley, eds., Perestroika‐Era Politics: The New Legislature and Gorbachev's Political Reforms. New York and London: M. E. Sharpe, 1991, viii + 246 pp., £39.95.

Gavin Peebles. A Short History of Socialist Money. London and Sydney: Allen and Unwin, 1991, xiii + 170 pp., £30.00 h/b, £11.95 p/b.

Vitalii A. Naishul’, The Supreme and Last Stage of Socialism, Centre for Research into Communist Economies, New Series 2, 1991, 48 pp., £3.50.

Anders Aslund, ed., Market Socialism or the Restoration of Capitalism? Cambridge: Cambridge University Press, 1992, x + 215 pp., $49.50, £30.00.

Anthony Jones & William Moskoff, Ko‐ops: The Rebirth of Entrepreneurship in the Soviet Union. Bloomington and Indianapolis, IN: Indiana University Press, 1991, xvii+ 153 pp., £20.00 h/b, £9.50 p/b.

Marshall I. Goldman, What Went Wrong with Perestroika. London: W. W. Norton & Company Ltd, 1991, 258 pp., £12.95.

Leah A. Haus, Globalizing Gatt: The Soviet Union's Successor States, Eastern European and the International Trading System. Washington, DC: The Brookings Institution, 1992, x + 141 pp., $38.95 h/b, $10.95 p/b.

Frederic J. Fleron, Jr., Erik P. Hoffman, Robbin F. Laird, eds, Soviet Foreign Policy: Classic and Contemporary Issues. New York: Aldine de Gruyter, 1991, xviii + 857 pp., DM 178 h/b, DM 98 p/b. Also published as Frederic J. Fleron, Jr., Erik P. Hofmann, Robbin F. Laird, eds, Classic Issues in Soviet Foreign Policy: From Lenin to Brezhnev. New York: Aldine de Gruyter, 1991, xvi + 349 pp., DM 48 p/b; and Frederic J. Fleron, Jr. Erik P. Hoffmann, Robbin F. Laird, eds, Contemporary Issues in Soviet Foreign Policy: From Brezhnev to Gorbachev. New York: Aldine de Gruyter, 1991, xviii+ 521 pp., DM 54 p/b.

Steven Kull, Burying Lenin. The Revolution in Soviet Ideology & Foreign Policy. Boulder, CO: Westview Press, 1992. xvi + 219 pp., £10.95 p/b.

Lowell Dittmer, Sino‐Soviet Normalisation and Its International Implications, 1945–1990. Seattle, WA, and London: University of Washington Press, 1992, vii + 373 pp., $35.00.

Haim Shemesh, Soviet‐Iraqi Relations, 1986–1988: In the Shadow of the Iraq‐Iran Conflict. London: Lynne Rienner Publisher, 1992, x + 285 pp., £31.95.

Larry E. Holmes, The Kremlin and the Schoolhouse: Reforming Education in Soviet Russia, 1917–1931. Bloomington and Indianapolis, IN: Indiana University Press (Distributed in UK by Open University Press), 1991, xv + 215 pp., £18.50.

Beatrice Farnsworth & Lynne Viola, eds, Russian Peasant Women, New York: Oxford University Press, 1992, 304 pp., £13.50 p/b.

George Sanford, ed. and transl., Democratization in Poland, 1988–90. London: Macmillan, 1992, xv + 203 pp., £40.00.

Tania Konn, ed., Soviet Studies Guide. London: Bowker‐Saur, 1992, xvi + 237 pp., £39.00 h/b.     

Youth Worker Professional Development Participation,Preferences, and Agency Support

Using a Web-based survey, this study examined youth workers' professional development participation, preferences, and levels of agency support and the relationships between these variables and youth worker characteristics. Results revealed a positive relationship between participation in professional development opportunities and youth workers' self-reported job competency but also indicated low levels of agency support for participation in continuing education. Though perceptions of critical training topics varied among program staff from different geographic areas, most youth workers reported similar training experiences and interests regardless of their individual characteristics. Collaborative approaches to training and professional development may result in increased exposure to a broad range of professional development opportunities and significantly enhance the quality of youth programming.     

Working the Spaces in between: A Case Study of a Boundary‐Spanning Model to Help Facilitate Cross‐Sectoral Policy Work

Since the 1990s, ‘joined‐up government,’ ‘whole‐of‐government,’ and ‘horizontal governance’ approaches have emerged in many industrialized countries, resulting in the devolution of government functions to diverse policy networks. From these shifts, complex systems of networked actors have emerged, involved in designing, implementation, and influencing policy. Arguably, networked approaches to policy may solve some problems. However, as with all paradigm shifts, new problems have emerged. Specifically, skill and knowledge gaps have opened up, reflecting the need for new collaborative and networked relationships that can increase the capabilities and agility to work in these ways. In response to these gaps, we developed the Power to Persuade initiative. Power to Persuade is an annual symposium and online forum, aimed at deepening knowledge and awareness of current problems faced by policy networks, and providing the skills and knowledge to overcome them. In this paper, we discuss how Power to Persuade works within the spaces in between as a vehicle for relationship building and better policy.     

Freedom of information in times of crisis: The case of Mexico's war on drugs

Transparency guarantees in Mexico presented a serious challenge to its 2007–2012 war on drugs. We use an original database of access to information requests, including both petitions for information and appeals to IFAI. We conduct statistical tests on the databases, finding that transparency is lower on security issues, as expected, but that there are unexpected variations between security agencies, and over time. We then conduct a content analysis of freedom of information requests to determine what drives agency responses, finding that security agencies developed various techniques to deflect petitions for information, such as falsely claiming that information has been provided when it has not, claiming that the information is outside the competence of the agency, that it does not exist, or that it is already in the public domain. Also there are significant differences in transparency between security agencies, possibly explained by their operational roles.     

African–American Parents’ Racial and Ethnic Socialization and Adolescent Academic Grades: Teasing Out the Role of Gender

This study examined the relationship of racial and ethnic socialization and academic achievement in a sample of 218 African American adolescents (grades 9–12; 52% girls) attending a public high school in the northeastern United States. Researchers were particularly interested in whether adolescent gender moderated the relationship between racial and ethnic socialization and academic grades. Results indicated that aspects of ethnic socialization, African American cultural values and African American heritage were linked to adolescent grades. Additionally, adolescent gender was found to moderate the association between these socialization variables and grades. The findings also suggest that socialization provided by paternal caregivers around African American cultural values and African American heritage may have differential effects for academic grades than the socialization messages provided by maternal caregivers. Information generated from this study broadens the understanding of socialization factors that can facilitate positive academic outcomes in African American youth and has practical implications for parents and educators.

Nonkilling 101 — Is a nonkilling society possible?

ABSTRACT

Following the definition presented by Paige, nonkilling refers to the absence of killing, threats to kill, and conditions conducive to killing in human society. How can education contribute to bringing about such societies? As the UN Sustainable Development Goals (SDGs) called upon the global community to ‘significantly reduce all forms of violence and related death rates everywhere’ by 2030, a growing need exists to understand the educational measures and transformations relevant to building societies where human killing is greatly reduced and eventually absent. Just as scholars, practitioners and policy-makers in other areas have had to rethink their impact in contributing to this global goal, in 2015 the “Vasa Statement on Education for Killing-Free Societies” was adopted, proposing concrete recommendations. The articles put together in this special issue of the Journal of Peace Education provide grounds to sustain the crucial role of education in curving the global epidemic of lethal violence.     

Learning our way out of environmental policy problems: a review of the scholarship

In acknowledgement of the complexity of environmental challenges, research on learning in environmental policy has grown substantially over the past two decades across a range of disciplines. Despite this growth, there are few comprehensive assessments of the literature on learning in environmental policy. This article fills this gap by providing insights on the overall coherence and impact of this body of scholarship. To do so, we analyze a sample of 163 articles from 2004 to 2014 using a standardized coding framework. The results provide an in-depth assessment of the status of the literature on learning in the context of environmental policy, as well as the quality of the literature. We demonstrate that despite the diversity in research questions and goals, the literature is lacking with respect to diversity in cases and context, theoretical development, clear conceptualization and operationalization of learning, and advancements in empirical approaches to study learning. From these insights, we discuss the challenges and opportunities for scholars in studying learning and provide recommendations for building the theoretical and methodological rigor of the field.     

Policy Conflict Framework

This essay introduces a Policy Conflict Framework to guide and organize theoretical, practical, and empirical research to fill the vacuum that surrounds policy conflicts. The framework centers on a conceptual definition of an episode of policy conflict that distinguishes between cognitive and behavioral characteristics. The cognitive characteristics of a policy conflict episode include divergence in policy positions among two or more actors, perceived threats from opponents’ policy positions, and unwillingness to compromise. These cognitive characteristics manifest in a range of behavioral characteristics (e.g., framing contests, lobbying, building networks). Episodes of policy conflicts are shaped by a policy setting, which consists of different levels of action where conflicts may emerge (political, policy subsystem and policy action situations), interpersonal and intrapersonal policy actor attributes, events, and the policy issue. In turn, the outputs and outcomes of policy conflicts produce feedback effects that shape the policy setting. This essay ends with an agenda for advancing studies of policy conflicts, both methodologically and theoretically.