Power Transitions,Status Dissatisfaction,and War: The Sino-Japanese War of 1894–1895

Although power transition theory offers a powerful model of international conflict, scholars have not adequately operationalized the theory's key variable of satisfaction/dissatisfaction with the status quo. We argue that status dissatisfaction is an important component of a rising state's overall dissatisfaction with the system. We apply our revised power transition framework to the 1894–1895 Sino-Japanese War. Japan's revisionist foreign policy was driven by economic and security threats posed by China's control over Korea, dissatisfaction with Japan's place in the China-dominated East Asian hierarchy, the hope for recognition as a great power by the West, status-related domestic pressures, and by belief change that was endogenous to shifting power. Despite several earlier crises, Japan made the decision for war only after it had achieved parity with China, which is consistent with power transition theory's hypothesis that under conditions of shifting power, parity is a necessary condition for war.     

The subjective and objective violence of terrorism: analysing “British values” in newspaper coverage of the 2017 London Bridge attack

This article examines how ?i?ek’s analysis of “subjective” violence can be used to explore the ways in which media coverage of a terrorist attack is contoured and shaped by less noticeable forms of “objective” (symbolic and systemic) violence. Drawing upon newspaper coverage of the 2017 London Bridge attack, it is noted how examples of “subjective” violence were grounded in the externalisation of a clearly identifiable “other”, which symbolically framed the terrorists and the attack as tied to and representative of the UK Muslim community. Examples of “systematic” violence were most notable in the ideological edifice that underpinned this framing but also in the ways in which newspaper reports served to draw upon British values in the aftermath of the attack. This directed attention away from the contradictions within the UK, towards narratives that sought to “fix” these contradictions through eradicating the problem of “the other” and/or by violently protecting the British values “they” seek to undermine. As a consequence, newspaper coverage worked to uphold the illusion that “peace” could be achieved by eradicating terrorism through further forms of objective violence, including, internment without trial; the “ripping up” of human rights; and closer surveillance of Muslim communities. Indeed, it was this unacknowledged violence that worked to maintain British values in the press' coverage.     

Safe Schools? Transgender Youth’s School Experiences and Perceptions of School Climate

The magnitude of gender identity-related disparities in school-based outcomes is unknown because of a lack of representative studies that include measures of gender identity. By utilizing a representative sample generalizable to a broader population, this study elucidates the size of gender identity-related disparities, independent of sexual orientation, in school experiences associated with school connectedness and perceptions of school climate. Additionally, the inclusion of and comparison to results of a large non-representative sample allows for more direct comparisons to previous studies of the school experiences of transgender youth. The analyses in this study primarily draw on a sample of 31,896 youth representative of the middle and high school population in California who participated in the 2013–2015 California Student Survey (a subsample of the California Healthy Kids Survey, which includes the largest known sample of transgender youth). Over half the sample identified their sex as female (51.3%), and 398 identified as transgender (1.0%). The sample was racially and ethnically diverse: 30.7% identified as multiracial, 33.0% as White, 11.1% as Asian, 7.4% as Black, and 52.9% as Hispanic. Findings from multilevel analyses show that relative to non-transgender youth, transgender youth were more likely to be truant from school, to experience victimization and bias-based bullying, and to report more negative perceptions of school climate, though did not differ in self-reported grades. The findings have implications for improving school policies and practices to create safer and more supportive school climates for all youth.