In other journals

Historical Foundations of the Common Law, Second Edition. S.F.C. Milson . London 1981. Butterworths. pp xii &; 475 (incl. Index). £18 cased, £11.95 limp.?

Marriage Settlements 1601–1740. Lloyd Bonfield. Cambridge 1983. Cambridge University Press, xviii &; 136 pp. (incl. index). £19.50.

The English and Colonial Bars in the 19th Century, Daniel Duman, London, 1983. Croom Helm, xv + 228 pp. (incl. index). £13.95.     

The association between childhood sexual abuse and sexual coercion in men: a test of possible mediators

ABSTRACT

We examined the associations between childhood sexual abuse (CSA), childhood physical abuse (CPA), sexual domain variables, antisocial tendencies, and sexually coercive behaviour in a non-forensic sample of 173 heterosexual men. CSA was associated with paraphilic interests and experiences, a more extensive sexual life history, and early antisocial tendencies. CPA was associated with paraphilic interests and experiences, more self-reported delinquency, higher sensation seeking, and early antisocial tendencies. Sexual domain variables (e.g. number of sexual partners, sexual interest in sadomasochism) mediated the link between CSA and sexually coercive behaviour, but antisocial domain variables (e.g. delinquency, sensation seeking) did not. Of the two sexual domains examined, extensive sexual life history rather than paraphilias mediated the association between CSA and sexually coercive behaviour. These results suggest CSA and CPA are associated with both sexual and antisocial outcomes, and that, for some victims of CSA, having an extensive sexual life history may account for the association between CSA and sexually coercive behaviour later in life.     

How practices do not matter

Abstract

In his most recent work, Sangiovanni has retreated from his stronger claims about practice-dependence. Instead of claiming that principles of justice must be practice-dependent, he now expresses his claim in a modal form, arguing that there are several ways in which practices may matter. While merely mapping out the logical space of possibilities seems to look like a modest ambition, the conditions for when practices do matter according to Sangiovanni’s analysis are easily met in actuality. Consequently, if he is right, the practice-dependent approach covers a significant number of political theories. Sangiovanni’s main claim is that higher-level principles with an open texture, which include most higher-level principles in political philosophy, justify a practice-dependent method in the form of a mode of application called ‘mediated deduction,’ according to which a thoroughgoing investigation is made of the nature of the target practice. Our task in this paper is to reject this claim. This is done in two steps. First, we question Sangiovanni’s distinction between instrumental application and mediated deduction, arguing that it remains unclear whether it marks out two sufficiently distinct ‘modes’ to do any theoretical work. Second, we argue that the practice-dependent method is not required even if two such modes are established.     

From the curriculum to the classroom: The urgent need for preservice human rights teacher education in the United States

Abstract

Despite recent progress made by the human rights education movement in the United States to bring human rights education into curriculum standards, textbooks, and classrooms, preservice and in-service teachers have few opportunities to receive human rights education themselves. I argue that future teachers urgently need to receive preservice human right teacher education for a number of reasons. First, social studies curriculum standards in forty-two US states include human rights standards (Advocates for Human Rights 2016). Second, human rights education allows learners to engage with the human rights framework and gain skills to advocate to end human rights violations. Third, for human rights education to be effective in ending human rights violations, teachers must teach in a way that can help to dismantle oppression rather than perpetuate it. Thus, teacher educators must implement preservice human rights teacher education thoughtfully. I address challenges to, critiques of, and recommendations for implementation. Following this, I build on these ideas with my own recommendations for implementation. These recommendations are based on interviews I conducted with members of Human Rights Educators USA, a national volunteer network of educators and advocates who promote human rights education in the United States (HRE USA 2018).     

From Aftermath to Peace: Reflections on a Photography of Peace

International Relations (IR) literature on the visual construction of the international does not systematically engage with the visualisation of peace. In this article, I make photographic discourses available to IR scholars interested in the visual construction of the international and invite IR scholars to substantialise these discourses based on their specialist knowledge on war, violence, conflict and peace. I engage with aftermath photography by challenging its almost exclusive focus on war and the legacy of violence. Furthermore, I engage with Fred Ritchin's notion of peace photography and Cynthia Weber's attempts at visualising peace. Problematising claims to universality, generalisability and causality, I emphasise that the relation between images and peace is episodic, not causal; that visions of peace, reflecting specific cultural configurations, cannot claim universal validity; and that peace photography has to move beyond aftermath photography's focus on the legacies of the past. Finally, I briefly look at the work of Joel Meyerowitz and Rineke Dijkstra, the one displaying aftermath as a beginning sustaining power, the other photographically accompanying a person's adaptation to a new, more peaceful environment.