Security Sector Reform and State Building

This article argues that there is a close link between security sector reform (ssr) and state building. Focusing on UK approaches to state building and ssr, it argues that these are an extension of liberal models containing a number of assumptions about the nature of states and how they should be constructed and that any analysis of ssr approaches needs to be seen within a broader framework of the international community, which tends to see the replacement of ‘dysfunctional’ societies as desirable both for the people of those states and for the international community. As a result, state building has largely been carried out as a ‘technical-administrative’ exercise focusing on the technicalities of constructing and running organisations rather than on the politics of creating states, leading to a lack of overall political coherence in terms of where ssr is, or should be, going and of what kinds of state are being constructed. Politics is frequently cited by practitioners as representing a set of obstacles to be overcome to achieve ssr rather than a set of assumptions about actually doing it. The effect of development and security policies working closely together in insecure environments is an overarching emphasis on security at the expense of the harder, more long-term process of development.     

Muslim marriage (non) recognition: implications and possible solutions

Differences between traditional Muslim marriage practice and the statutory formalities required for entry into a legally recognised marriage in England and Wales have resulted in serious question-marks hanging over the legal status of a seemingly significant proportion of Muslim marriages. This article places the spotlight on the vulnerability of spouses who remain unaware of the lack of legal status which may attach to their marriage or who may have been misled by their spouse as to the latter’s intention to obtain legal recognition for the marriage. The article first considers the statutory formalities required under English law for entry into a legally recognised marriage before drawing on the most up-to-date empirical research to highlight the apparently widespread non-compliance with the formalities within the Muslim community. The article then reflects on the various practical implications which may arise for parties to an unrecognised Muslim marriage before considering how the situation may be ameliorated.     

Justifying violence: legitimacy,ideology and public support for police use of force

Under what conditions do people support police use of force? In this paper we assess some of the empirical links between police legitimacy, political ideology (right-wing authoritarianism and social dominance orientation), and support for ‘reasonable’ use of force (e.g. an officer striking a citizen in self-defence) and ‘excessive’ use of force (e.g. an officer using violence to arrest an unarmed person who is not offering violent resistance). Analysing data from an online survey with US participants (n?=?186) we find that legitimacy is a positive predictor of reasonable but not excessive police use of force, and that political ideology predicts support for excessive but not reasonable use of force. We conclude with the idea that legitimacy places normative constraints around police power. On the one hand, legitimacy is associated with increased support for the use of force, but only when violence is bounded within certain acceptable limits. On the other hand, excessive use of force seems to require an extra-legal justification that is – at least in our analysis – partly ideological. Our findings open up a new direction of research in what is currently a rather sparse psychological literature on the ability of legitimacy to ‘tame’ coercive power.     

Interparental conflict and adolescent dating relationships: the role of perceived threat and self-blame appraisals

In line with the cognitive-contextual framework proposed by Grych and Fincham (1990), evidence suggests that children exposed to interparental conflict (IPC) are at risk for experiencing conflict within their own intimate relationships. The mediating role of adolescent appraisal in the relation between IPC and adolescent dating behavior was examined in the current study. Specifically, it was hypothesized that self-blame and threat appraisals would mediate the relation between IPC and adolescent maladaptive dating behaviors. To examine the potential mediating role of appraisal, 169 high school students completed the Children's Perception of Interparental Conflict (Grych, Seid, & Fincham, 1992) and Child and Adolescent Dating Relationships Inventory (Wolfe, Scott, Reitzel-Jaffe, Wekerle, Grasley, & Straatman, 2004). Findings suggest that self-blame appraisal partially mediated the relation between IPC and adolescent sexual aggression, and between IPC and adolescent threatening behavior. In addition, perceived threat appraisal partially mediated the relation between IPC and adolescent sexual aggression. Implications for the current findings are discussed.     

Enhancing Delivery and Assessment: A Case Study in Module Redesign for Improved Transition Into Higher Education

Understanding student transition into higher education is an important aspect of module design, linking content, delivery, and assessment with a student’s prior educational experience and knowledge bases. However, reflections on how modules designed choices are, generally, not widely disseminated. Here, we document the reflections of a junior lecturer responsible for redesigning a Level-4 Political Systems module and analyze the intentions of change via a transition pedagogy perspective, presenting a program renewal that establishes connected curriculum as an enabling infrastructure for students to actively engage with learning. First-year experience is considered as a major impacting factor of a student’s subsequent success on a program of higher education and the diversification of student cohorts requires teaching staff to consider a wider number of intersectional factors that may impact on a student’s opportunity to succeed in their studies. With a focus on simulations and active-learning, by providing examples of the thinking behind the resultant activities and assessment realignment we hope to provide an example of how a transition approach to a first-year module can be explored.