Propping up dictators? Economic cooperation from China and its impact on authoritarian persistence in party and non‐party regimes

This article investigates how China's economic cooperation affects authoritarian persistence elsewhere. For the period 1998–2008, the article assesses quantitatively whether the effects of economic cooperation from China vary, conditioned by the regime type of the recipient. The analysis finds that China's economic cooperation is associated with regime durability in party‐based regimes. In non‐party regimes, in contrast, it is associated with regime collapse.     

How Policy Rules Shape the Structure and Performance of Collaborative Governance Arrangements

Local food system governance increasingly occurs in collaborative venues at the local, state, and regional levels. Prominent examples of such are food policy councils (FPCs). FPCs take a systemic approach to improve local food systems by including diverse stakeholders to advise on policy development. The authors study public FPCs to understand how policies structure the stakeholder composition and goals of FPCs and how FPCs’ stakeholder composition facilitates and/or impedes performance. Data come from a content analysis of policies that mandate the structure and functions of public FPCs and interviews with FPC representatives. Findings indicate that FPCs connected to a broader array of food policy actors in their communities produce more diverse policy outputs, but this outcome is tempered by whether council members represent personal or organizational interests.     

Education law: Excluding the child

Education law in England and Wales has remained largely immune from the general trend in social welfare legislation to accord children and young people of independence of status and provide opportunities for their participation in some of the decisions that relate to them. This article examines the extent of the denial of children's rights in this context. It focuses, in particular, on the areas of special educational needs and exclusion from school, including the relevant appeal processes. It sees, in developments in Scottish legislation, more positive signs and expresses the hope that similar progress will follow south of the border.     

Morality Influences How People Apply the Ignorance of the Law Defense

In four empirical studies, we showed that laypeople apply the ignorance of the law defense differently depending on the perceived morality of the defendant's course of conduct at the time of the illegal act. Moral and neutral defendants who pled ignorance of the law were afforded leniency, whereas immoral defendants were sentenced as though they were not ignorant, even when defendants in all three conditions violated identical laws. These findings suggest that laypeople adopt a just deserts approach to criminal law, which influences their responsiveness to a criminal defendant's claim to be ignorant of the law. We discuss the implications of these findings for criminal law and argue that legal doctrine should reflect laypeople's moral intuitions.     

Regulatory Conversations

The article proposes a new site of analysis for the study of regulation: regulatory conversations, and a new theoretical approach: discourse analysis. Regulatory conversations, the communicative interactions that occur between all involved in the regulatory 'space', are an important part of most regulatory systems. Discourse analysis, the study of the use of language and communication, suggests that such interactions are constitutive of the regulatory process, that they serve important functions, that they can be the basis of co-ordinated action, and that they are important sites of conflict and contestation. The article explores five key contentions of discourse analysis, considering how each may shed light on aspects of regulatory processes. These are, first as to the meaning of language and co-ordination of social practices; second, as to the construction of identities; third, the relationship of language, thought, and knowledge; fourth, the relationship of language and power, and finally, that meaning, thought, knowledge, and power are open to contestation and change.     

Empowerment and State Education: Rights of Choice and Participation

Two separate discourses surround the involvement of parents in their children's education in schools. One is concerned with what is often referred to as 'parent power,' based on the conferment on parents of rights to a degree of choice and participation in respect of their children's education, a feature of legislative changes to the governance of state education that started with the Education Act 1980 and which, in part, rests on consumerist and liberal rights based notions. The other focuses on the home-school partnership ideal in which parents and schools have obligations to support each other in realising children's potential. Labour and Conservative 2005 general election campaigns included proposals to 'empower' parents. But social rights such as those in education, which are important to notions of citizenship, tend to be weak. This article concludes that over the past 25 years little power has been ceded to parents, individually or collectively, and that, in the case of rights of choice at least, any further empowerment seems unrealistic. Moreover, the principal mechanism of parental involvement, particularly since 1997, has been the enforcement of parental responsibility, a form of 'technology of citizenship'. The extent to which children hold participation and choice rights is also considered.