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PETER NYERS 《Third world quarterly》2013,34(6):1069-1093
This paper argues for an approach to researching citizenship and democracy that begins not from normative convictions but from everyday experiences in particular social, cultural and historical contexts. The paper starts with a consideration of the ways in which the terms ‘democracy’ and ‘citizenship’ have been used in the discourses and approaches taken within mainstream studies of citizenship and democracy, drawing attention to some of the conceptual blind spots that arise. We call for more attention to be paid to contextual understandings of the politics of everyday life, and to locating state, ngo and donor rhetorics and programmes promoting ‘active citizenship’ and ‘participatory governance’ within that politics. It is this kind of understanding, we suggest, that, by revealing the limits of the normativities embedded in these discourses, can provide a more substantive basis for rethinking citizenship from the perspectives of citizens themselves. 相似文献
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PETER OBLAS 《Diplomacy & Statecraft》2013,24(1):35-55
Thomas Baty (1869–1954), a prolific, British international law scholar, achieved prominence in diplomatic affairs by serving as Japan's Foreign Legal Adviser in the years spanning two world wars. Baty's advice to the Japanese government was rooted in the non-mainstream natural law philosophy of international legal theory. Baty's law became the defence of the Japanese government before the League of Nations with Japan's occupation of Manchuria in the early 1930s. Baty contended that China's objections to Japanese actions had no basis in the natural fabric of the nation-state system since China was a non-state. 相似文献
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PETER TRIANTAFILLOU 《Public administration》2007,85(3):829-846
How can we critically address benchmarking? By conceptualizing benchmarking as a normalizing governing technology, a space is cleared for analysing some of the power relations brought into play in benchmarking activities. As a device of power, benchmarking depends upon the production of normalizing knowledge and the freedom or self‐governing capacities of those who are benchmarked. The fruitfulness of this conception is illustrated through an example from the Danish hospital system. 相似文献
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To assess the specific deterrent (“teaching a lesson”) and normative validation effects of confinement, the intake histories of a random sample of youths (n=87) confined in a local detention facility were analyzed to determine if the amount of the immediately previous confinement or the total amount of confinement experienced affects the amount of time until the next system intake. No statistically significant relationships were found for any of the intakes, up through eight intakes. The findings, however, demonstrate that a non‐graduated approach to imposition of punishment that did not adequately emphasize individual accountability was not an effective deterrent for the more recalcitrant youths included in this study. Theoretical and policy implications of the findings are discussed. 相似文献