Whither the Liberal Democratic Model? Immigration Politics in Switzerland and Japan

A comparison of Japan's and Switzerland's immigration policies disclaims both globalist and public choice explanations that would predict a similar increase in immigrant numbers and an expansion of immigrant rights in liberal democracies. Although both countries have traditionally espoused a rather exclusionary approach towards immigration, Japan is unique in having hitherto succeeded in preempting large numbers of immigrants from entering the country and in having avoided the legal and societal integration of those migrants already present in its territory. In seeking to explain the different trajectories followed by immigration politics in Japan and Switzerland, despite their similar internal and external economic constellations, this article highlights the role of domestic institutions and norms in filtering economic pressure for immigration. Whereas these internal determinants explain to a large degree why Switzerland has become a country of immigration while Japan has not, the central factor explaining the recent expansion of foreign residents’ rights in Switzerland lies not so much in internal determinants but in the country‘s progressing approximation to the European Union and its single market. Notwithstanding these differences, the article concludes that Japan‘s greater resistance to change might now have reached a critical juncture, where demographic pressure and economic demand will make an opening up to increased labor migration unavoidable.     

Clinton,Europe and Economic Diplomacy: What Makes the EU Different?

The Clinton administration's economic diplomacy has been more aggressive, politicized and controversial than that of any recent US administration. We examine its application to the European Union (EU) and seek to answer the question: what makes Europe different? Put another way, why has the US pursued cooperation on “behind-the-border” issues such as competition policy, standards and investment rules, and eschewed export promotion? We offer three explanations. First, the EU's market is unique: it is a mature, but lucrative one for large US-owned firms concerned more with behind-the-border issues than with market access issues. Second, American companies who have invested heavily in Europe have developed their own political links to the EU, particularly through the EU Committee of the American Chamber of Commerce. Third, these same companies have a powerful influence over US policy towards Europe as well as EU policymaking. Our analysis develops these three hypotheses, and also offers an assessment of the progress and meaning of the Transatlantic Business Dialogue.     

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).     

Centers of Gravity: Regional Powers,Democracy, and Trade

Classic studies on hegemonic stability and power transition suggest that concentration of capabilities favoring a single state can promote economic cooperation and discourage militarized conflict. However, tests of these arguments have been primarily limited to examining temporal variation in global capability distributions and corresponding levels of system-wide cooperation; few have examined the impact of capability concentration at the region level. In this article, we contend that concentration of regional military capabilities corresponds to lower trade costs for states throughout a region and to an incentive for weaker states to de-prioritize expenditure on the military, freeing resources that can be used to promote trade. As a result, this condition promotes higher levels of trade, particularly within the region. We also argue that democratic regional powers are better able to foster confidence in the sustainability of cooperation; thus, the trade-enhancing impact of concentrated regional capabilities is stronger when the predominant state is more democratic. We find evidence in support of our expectations in statistical models examining state trade between 1960 and 2007.     

Critical Hopefulness Among Urban High School Students

Psychological empowerment encompasses several key aspects of youth civic and sociopolitical development. Most research has focused on psychological empowerment’s emotional component, which entails learned hopefulness about one’s own ability to participate in and lead community change efforts. Fewer studies have assessed critical awareness of how social power operates—psychological empowerment’s cognitive component. The confluence of these two components has been termed critical hopefulness. A complex relationship exists between these two components, and previous research has found relatively small proportions of participants reporting both high levels of critical awareness and simultaneously high levels of hopefulness about their ability to exert influence in the sociopolitical domain. The current study of urban high school students in the Northeastern U.S. (n?=?389; 53.5% female) investigates heterogeneity according to these two components of psychological empowerment. Latent class cluster analyses were conducted and seven distinct groups of participants emerged. Students identifying as Hispanic/Latinx were more likely to be classified into a profile group exhibiting critical hopefulness. Differences were observed between psychological empowerment profile groups on self-reported levels of psychological sense of community, civic engagement, and social justice orientation. Furthermore, a larger proportion of this overall sample was classified into groups that exhibited critical hopefulness than in a previous study of adults. These findings provide useful insights for efforts to engage young people in civic life and to promote sociopolitical development.