Analysing stages of subnational mobilisation across the European Union: The case of subnational administrations in Turkey

Subnational mobilisation literature has tended to focus on EU members and either their establishment of liaison offices or the engagement activities of their subnational administrations (SNAs) with the EU institutions in Brussels. Extending this scope to include cases from a candidate state, this article aims to enhance our understanding of such processes by proposing a four-stage model for subnational mobilisation in the EU. The model includes: growing awareness; changing organizational settings; building transnational activities; and conducting EU-level activities in Brussels. Based on 65 semi-structured interviews with representatives from local and national institutions in Turkey and EU institutions in Brussels, this work evaluates six SNAs from three Turkish cities (?zmir, Samsun and Diyarbak?r) between 1999 and 2013. Findings reveal that patterns of subnational mobilisation can vary significantly within a single candidate country, owing mostly to organizational-level factors and region-specific factors related to how particular administrations are embedded.     

“Academics for Peace” in Turkey: a case of criminalising dissent and critical thought via counterterrorism policy

ABSTRACT

On 11 January 2016, 1128 academics in Turkey and abroad signed a petition calling on Turkish authorities to cease state violence in mainly Kurdish populated areas of the country, which had been under curfew and an extended state of emergency. The petition received an immediate reaction from President Recep Tayyip Erdo?an, who accused the signatories of treason and terrorist propaganda. He subsequently demanded that public prosecuters launch an investigation. Criminalisation of the petition has been exacerbated by disciplinary action by universities against many of the signatories. Many have suffered insults, arrest, detention or suspension as a result of the ensuing smear campaign. This massive crackdown on academic freedom has been masked by discourses of counterterrorism, which have also been deployed to criminalise dissent more generally in Turkey as a part of a process of rapid “democratic retrenchment” since 2013. This article is an attempt to put the criminalisation of academics within the larger framework of human rights violations, increasing curtailments of academic freedom and rising authoritarianism in Turkey. It argues that the prosecution of the signatories of the petition is an extension of an established tradition of targeting academic freedom in times of political crisis in Turkey but is also a product of growing authoritarianism under the ruling party and President Erdo?an. It shows that counterterrorism laws can be extended far beyond eliminating security threats by instrumentalising them to suppress dissent in a declining democracy.     

Working for Change: Projectified Politics and Gender Equality

In this article I argue that the project, a governmental technology that is now widespread and accepted throughout the public sector, is not a neutral tool for implementing policy and conducting politics. Rather, my argument is that this form is intrinsically political in so far as it produces disruptions and sets boundaries for how any given task is to be performed. By mobilizing a set of optical metaphors from feminist theory of difference, I examine organizations that work for gender equality in Swedish regional development and illustrate how the governmental technology of the project reflects, refracts, and diffracts the practices associated with this work. Thus, I argue that if one wishes to understand contemporary gender-equality work, it is reasonable to consider the specific effects that are produced as it passes through the project form. The short empirical illustrations given here indicate, among other things, how the project form functions in some respects as a mirror, and reflects aspects of gender-equality work that are commonly experienced regardless of form or setting, such as encountering resistance. In other respects, the project form refracts gender-equality work, bending it into new directions so that, for instance, securing funds and coming up with new innovative project plans takes precedence over the actual work that respondents feel they should be doing. Finally, the intersection of gender-equality work and the project form also produces diffraction effects, such as the emergence of hybrid consultants. These multi-faceted figures function as evaluators, controllers, activists, and disseminators of knowledge, which makes them simultaneously important to and disdained by the respondents in this study. Thus, it is concluded that the disruptive effects of the project form should be recognized as political and studied more extensively in the future.     

The Limits of Transparency Promotion in Azerbaijan: External Remedies to ‘Reverse the Curse’

This paper evaluates external factors that shape the establishment of transparent institutions, with a focus on the work of the Extractive Industries Transparency Initiative in Azerbaijan. The evidence from Azerbaijan suggests that in hydrocarbon-rich countries, genuine reform can only be achieved through the combined efforts of external and domestic actors. More specifically, the paper argues that transparency promotion from abroad relies on the existence of political accountability and genuine anti-corruption measures in order to work as intended. The case of Azerbaijan illustrates the potential limitations of external remedies to the ‘resource curse’ and emphasises the significance of accountability in political regimes.     

Commercial Agriculture and Economic Change in the Ottoman Empire during the Nineteenth Century: A Comparison of Raw Cotton Production in Western Anatolia and Egypt

The complex historical relationship between commercial agriculture and capitalist transformation is examined here by looking critically at cotton production in two areas of the Ottoman empire during the nineteenth century. Cotton became important economically on large farms established to meet increasing foreign demand. In Egypt, which was a major region of the southern empire, a state monopoly was established under the control of a governor with the object of participating in the growing foreign trade in cotton-based products. These attempts did not, however, lead to a transformation of rural property relations in Ottoman agriculture. This process of commercialisation led much rather to the consolidation of petty commodity production, not least because of its economic role as a source of labour-power.     

Why and When is Ethnic Harassment a Risk for Immigrant Adolescents’ School Adjustment? Understanding the Processes and Conditions

Ethnically harassed immigrant youth are at risk for experiencing a wide range of school adjustment problems. However, it is still unclear why and under what conditions experiencing ethnic harassment leads to school adjustment difficulties. To address this limitation in the literature, we examined two important questions. First, we investigated whether self-esteem and/or depressive symptoms would mediate the associations between ethnic harassment and poor school adjustment among immigrant youth. Second, we examined whether immigrant youths’ perception of school context would play a buffering role in the pathways between ethnic harassment and school adjustment difficulties. The sample (n = 330; M _age  = 14.07, SD = .90; 49 % girls at T1) was drawn from a longitudinal study in Sweden. The results revealed that experiencing ethnic harassment led to a decrease in immigrant youths’ self-esteem over time, and that youths’ expectations of academic failure increased. Further, youths’ relationships with their teachers and their perceptions of school democracy moderated the mediation processes. Specifically, when youth had poor relationships with their teachers or perceived their school context as less democratic, being exposed to ethnic harassment led to a decrease in their self-esteem. In turn, they reported low school satisfaction and perceived themselves as being unsuccessful in school. Such indirect effects were not observed when youth had high positive relationships with their teachers or perceived their school as offering a democratic environment. These findings highlight the importance of understanding underlying processes and conditions in the examination of the effects of ethnic devaluation experiences in order to reach a more comprehensive understanding of immigrant youths’ school adjustment.     

How do Adolescents’ Perceptions of Relationships with Teachers Change during Upper-Secondary School Years?

Journal of Youth and Adolescence - The student-teacher relationship has mostly been assumed to be static. This approach is limited in providing information on how relationships with teachers evolve...