The peasant mode of production in the work of A. V. Chayanov

Is there a peasant mode of production? Chayanov's work can be construed as a theory of the peasant mode of production at the level of the labour process. This labour process is analysed in terms of the forces of production, the relationship between the peasant and the means of production, and that between the peasant and the product. When subjected to an historical critique, from the point of view of the formation and decomposition of the peasantry, Chayanov's theory of a peasant mode of production yields to the idea of peasantry as a specific combination of structures.     

Partnering for e‐government: Challenges for public administrators

Abstract: Governments around the world are spending huge sums of money implementing electronic government. Public‐private partnerships with information and communication technology firms have emerged as the vehicle of choice for implementing e‐government strategies. Concerns are raised about the capacity of governments to manage these complex, multi‐year, often multi‐partner relationships that involve considerable sharing of authority, responsibility, financial resources, information and risks. The management challenges manifest themselves in the core partnering tasks: establishing a management framework for partnering; finding the right partners and making the right partnering arrangement; the management of relationships with partners in a network setting; and the measurement of the performance of e‐government partnerships. The article reviews progress being made by governments in building capacity to deal with these core partnering tasks. It concludes that many new initiatives at the central agency and departmental/ministry level seem designed to centralize control of e‐government projects and wrap them in a complex web of bureaucratic structures and processes that are, for the most part, antithetical or, at best, indifferent to the creation of strong partnerships and the business valuethat e‐government public‐private partnerships promise.     

Too Much of a Good Thing? How Breadth of Extracurricular Participation Relates to School-Related Affect and Academic Outcomes During Adolescence

Although adolescents often participate in multiple extracurricular activities, little research has examined how the breadth of activities in which an adolescent is involved relates to school-related affect and academic performance. Relying on a large, multi-ethnic sample (N = 864; 55.9% female), the current study investigated linear and non-linear relationships of 11th grade activity participation in four activity domains (academic/leadership groups, arts activities, clubs, and sports) to adolescents’ sense of belonging at school, academic engagement, and grade point average, contemporarily and in 12th grade. Results of multiple regression models revealed curvilinear relationships for sense of belonging at school in 11th and 12th grade, grade point average in 11th grade, and academic engagement in 12th grade. Adolescents who were moderately involved (i.e., in two domains) reported a greater sense of belonging at school in 11th and 12th grade, a higher grade point average in 11th grade, and greater academic engagement in 12th grade, relative to those who were more or less involved. Furthermore, adolescents’ sense of belonging at school in 11th grade mediated the relationship of domain participation in 11th grade to academic engagement in 12th grade. This study suggests that involvement in a moderate number of activity domains promotes positive school-related affect and greater academic performance. School policy implications and recommendations are discussed.     

Relating self and other in Chinese and Western thought

Abstract

Recent debates in international relations seek to decolonize the discipline by focusing on relationality between self and other. This article examines the possibilities for preserving a particular type of otherness: ‘radical otherness’ or ‘alterity’. Such otherness can provide a bulwark against domination and colonialism: there is always something truly other which cannot be assimilated. However, two problems arise. First, if otherness is truly inaccessible, how can self relate to it? Does otherness undermine relationality? Second, can we talk about otherness without making it the same? Is the very naming of otherness a new form of domination? This article draws out and explores the possibilities for radical otherness in sinophone and anglophone relational theorizing. It addresses the difficulties presented by the need for a sense of radical otherness, on the one hand, and the seeming impossibility of either detecting it or relating to it, on the other. By constructing a typology of four accounts of otherness, it finds that the identification and preservation of radical otherness poses significant problems for relationality. Radical otherness makes relationality between self and other impossible, but without radical otherness there is a danger of domination and assimilation. This is common to both sinophone and anglophone endeavours.     

Towards global relational theorizing: a dialogue between Sinophone and Anglophone scholarship on relationalism

Abstract

What is ‘relational theorizing’ in International Relations and what can it offer? This article introduces a thematic section that responds to these questions by showing two things. First, relational theorizing is not a doctrine or a method, but a set of analyses that begin with relations rather than the putative essences of constitutively autonomous actors. Second, relational theorizing has emerged from different geo-linguistic traditions, and a relational approach to International Relations (IR) can offer the language and space for increased and productive engagement beyond Anglophone scholarship. This thematic section takes a significant step in this direction by staging a dialogue between Sinophone and Anglophone scholarship on relational IR theorizing. Such an engagement shows points of comparison and contrast, convergence and divergence. In this way, the essays presented here contribute to developing a more ‘global’ IR.     

Culture as Values or Culture in Action? Street Codes and Student Violent Offending

ABSTRACT

The authors draw on two competing cultural perspectives—culture as values and culture in action—to examine the relationship between street codes and the propensity to violently victimize others. Specifically, they explore whether individual-level and school-level street codes, net of one another, are related to 3 types of violence: assault, robbery, and sexual battery. In addition, they consider whether these effects vary according to 3 contextual characteristics: (a) the location of the offending—in school versus out of school, (b) school-level economic disadvantage, and (c) school efficacy. Three-level ordinal logistic regression models are estimated using four waves of survey data from over 3,000 students nested within 103 schools. Results provide evidence that individual-level street codes are related to violent offending in a manner that is, largely speaking, not tied to context. However, there is some evidence that the effects of school-level street codes on offending differ between outside of school and in school settings and are conditioned by levels of school disadvantage and efficacy. Overall, some support is offered for both the culture-as-values and culture-in-action perspectives.     

The Role of Exposure to Self-Injury Among Peers in Predicting Later Self-Injury

While researchers are beginning to reach consensus around key psychological correlates of non-suicidal self-injury (NSSI), comparatively less work has been done investigating the role and influence of peers. Given evidence that engagement in this behavior may be susceptible to peer influence, especially during the early stages of its course, the current study prospectively explored whether knowing a friend who self-injures is associated with the onset, severity, and subsequent engagement in NSSI. The moderating roles of adverse life events, substance use and previous suicidal behavior in this relationship also were explored. Self-report data were collected from 1,973 school-based adolescents (aged 12–18 years; 72 % female) at two time points, 1 year apart. Knowing a friend who self-injured, negative life events, psychological distress and thoughts of NSSI differentiated those who self-injured from those who did not, and also predicted the onset of NSSI within the study period. Further, adverse life events and previous thoughts of NSSI moderated the relationship between exposure to NSSI in peers and engaging in NSSI at Time 2. However, the effect of having a friend who self-injures was not related to the severity of NSSI. Having a friend who self-injures appears to be a risk factor for self-injury among youth who are experiencing high levels of distress. Implications of these findings are discussed.