Two Models of Monetary Redress: A Structural Analysis

Monetary redress is a developing area of human rights policy. The article examines how a redress program’s design affects the interests of program applicants. It distinguishes two program models, individual assessment and common experience, and explores their differing effects on applicants’ interests. Analyzing two Irish cases, redress for survivors of the industrial schools and the Magdalene laundries, the discussion is applicable to a wide range of redress programs including those in postconflict, transitional justice, and postcolonial contexts.     

Nonviolence as teacher education: a qualitative study in challenges and possibilities

This paper explores the challenges and possibilities of teaching nonviolence in teacher education. Using qualitative teacher research, this paper discusses teacher education students’ responses to the notion of nonviolence and how to create beneficial pedagogical conditions for students to learn nonviolence and its meanings for education. The data were collected from three graduate classes that, to different degrees, addressed the role of nonviolence in education. Three shifts in students’ understanding of nonviolence as a result of their learning are identified: the shift from a narrow to a broad understanding, the shift from a passive view to a proactive view, and the shift from looking outside to looking inside and engaging in emotional work. The pedagogical conditions that facilitated these shifts are also discussed, including strategies for engaging students’ inner work, creating experiential relationships with the other, and transforming classroom relational dynamics. This study also suggests the need not to approach violence and nonviolence as binary but to approach nonviolence as a daily practice to continuously unlearn violence and promote nonviolent relationships. Implications of this study for teacher education are discussed last.     

Does nationalism promote democracy? Comparative analyses of Ukraine's ‘Maidan’ revolution and Poland's ‘Solidarity’ mass mobilisation

The increased number of ‘democratic revolutions’ around the globe has raised questions of how mass mobilisation contributes to democracy and of what role nationalism plays in this process. Mass mobilisation is viewed as the best option for breaking down communist regimes due to the rise of new political elites to positions of power within the state. On the other hand, the revolutionary character of mass mobilisation movements, together with the uncertainty of the link between democracy and nationalism, may lead such movements to impact negatively on democratisation. Ukraine's ‘Maidan’ revolution and Poland's ‘Solidarity’ movement allow for a comparison of two types of mass movements in terms of both causes and outcomes. This article claims that the mass protests in Ukraine, as opposed to those in Poland, did not lead to democratisation but rather to the opposite: the polarisation of both political elites and civil society. The role of nationalism, in this respect, was shaped and interpreted by political leaders.     

Peace education,militarism and neo-liberalism: conceptual reflections with empirical findings from the UK

This article explores ‘peace days’ in English schools as a form of peace education. From a historical overview of academic discussions on peace education in the US and Great Britain since the First World War, we identify three key factors important for peace education: the political context, the place in which peace days occur and pedagogical imperatives of providing a certain narrative of the sources of violence in politics. Although contemporary militarism and neoliberalism reduce the terrains for peace studies in English schools, peace days allow teachers to carve out spaces for peace education. Peace days in Benfield School, Newcastle and Comberton Village College, Cambridgeshire, are considered as case studies. We conclude with reflections on the opportunities and limitations of this approach to peace education, and on how peace educators and activists could enlarge its reach.     

Delegating Terror: Principal–Agent Based Decision Making in State Sponsorship of Terrorism

State sponsorship of terrorism, where a government deliberately provides resources and material support to a terrorist organization, is common in the international system. Sponsorship can provide significant strategic and political benefits for a state, but there are inherent international and domestic risks associated with delegating foreign policy to these actors. Using principal–agent analysis, I develop a model that evaluates the impact of potential costs and benefits on a state’s decision to sponsor terrorism. I test my model by using a novel dataset on sponsorship behaviors that ranges from 1970 to 2008. The results of my analysis support the validity of the principal–agent model in explaining sponsorship, as states will be more likely to engage in sponsorship when the strategic benefits of weakening the targeted state are high and the risks of international reputation loss and domestic dissatisfaction are low.     

Old (Molotov) cocktails in new bottles? “Price-tag” and settler violence in Israel and the West Bank

In the early morning of July 31, 2015, masked attackers threw firebombs into two Palestinian homes in the West Bank village of Duma, south of Nablus, killing three Palestinian civilians. Contrary to claims by Israeli and Palestinian politicians, this attack was neither an isolated anomaly nor just another incident of settler violence. Instead, it was the latest attack in an important but largely unknown phenomenon called “price-tag,” in which a loosely connected group of young Israelis called “hilltop youth” burn Palestinian mosques and destroy property in hundreds of attacks accompanied by threatening graffiti that references Israeli settlers, outposts, and anti-Arab slogans. Using an original dataset of price-tag incidents and interviews with key actors, we demonstrate that the perpetrators, targets, and strategies of price-tag are different than previous patterns of settler violence. Whereas previous settlers saw the Israeli state as legitimate and largely decided to cooperate with it, the hilltop youth have decided to confront it by using price-tag attacks to deter settlement withdrawals and chain-gang the state into a conflict with the Palestinians. This analysis of the strategic logic of price-tag reveals its potential to shift the political landscape within and between Israelis and Palestinians.     

Modern poetry,popular song and their dangerous liaisons

Abstract

In this article, Tsuboi Hideto examines the mutually entwined pursuits of modern poetry and music in interwar Japan, focusing especially on the work of Nakahara Chūya, Kitahara Hakushū, and the People's Poetry group. Cutting across their respective distinctions within the poetry establishment, Tsuboi draws attention to these figures’ shared investment in symphonic, folk and popular music. In so doing, he identifies among them a prevailing concern for curating a poetic voice that might harmonize the conflictual registers of individual and collective expression and thereby attune the work of the poet to that of the ‘people’ more broadly. Meanwhile, the essay traces the currents of modernist and avant-garde thought in Japan and Europe that framed these poets’ engagements with music and sound. Tsuboi then illustrates the varying degrees to which these voices, forged within the cosmopolitan milieu of the Taisho period, bent toward the nationalizing project and later gave way to the chorus of wartime fascism and imperial expansion.     

The everyday peace project: an innovative approach to peace pedagogy

A critical task for peace pedagogy is to challenge views of peace as primarily responses to declared war. Crisis-based politics tend to focus on exceptional situations and fail to capture the entire spectrum of violence. Premised on the idea that peace cannot be understood in isolation of larger structural problems, this paper proposes the concept of ‘everyday peace’ as a framework for peace education. Drawing from a pedagogical initiative, we examine how students engage with the concept of everyday peace and present our findings in three related domains: (1) definition of everyday peace, (2) application of everyday peace principles and (3) role of collaboration in everyday peace approaches. Our analysis underscored two important themes in participants’ definitions of everyday peace: (1) peace as a value-based praxis and (2) individual-level and systemic components of everyday peace. Applying these principles to a violent event in the local community, participant responses emphasized compassion, cultures of peace and the need to draw reflexive, meaningful connections between local and global contexts. The participants also outlined the synergistic role of collaboration in everyday peacebuilding. We discuss our findings in relation to extant research and consider implications of an everyday peace framework for holistic peace education.     

Looking beyond the economy: Pussy Riot and the Kremlin's voting coalition

The arrest of the protest punk band Pussy Riot (PR) in March 2012 and the subsequent prosecution of three band members pose a significant puzzle for political science. Although PR's performances presented a coherent alternative to the Putin regime's image of Russian reality, it was unlikely that the discordant music and crude lyrics of their art protest would inspire Russian society to take to the streets. Yet, the regime mounted a very visible prosecution against the three young women. We argue that the trial marked a shift in the Kremlin's strategy to shape state–society relations. In the face of declining economic conditions and social unrest, the PR trial encapsulated the Kremlin's renewed focus on three related mechanisms to insure social support: coercion, alliance building, and symbolic politics. The PR trial afforded the Kremlin an important opportunity to simultaneously redefine its loyal constituency, secure the Church–state relationship, and stigmatize the opposition.