Mapping Utopias: A Voyage to Placelessness

I have a map which indicates clearly and beyond any doubt the way to Utopia. I start the journey with a survival kit of paradigmatic egalities, noumenal legalities, and nervous ideals. However, the more I move into the uncartographied space, the more I realise that my survival kit is changing, to the point of becoming porous and permeable. The journey to Utopia is condensed to a log of phenomenological bracketing, where the immersion to the Lebenswelt equals the loss of oneself, and where the descent from the Transcendental to the Natural proves to be as meaningful as the escalating bracketing from the Natural to the Transcendental. The negation of Utopia (ou-topos) displaces not only my Utopia but also my egocentric quest for identity: the ‘I’ becomes ‘me’ before it vanishes, space becomes place, intentionality turns back to itself and retraces its path. The more I approach my destination, the more negation devours distance. When I finally arrive to the designated point, where, according to the map, lies Utopia, the only thing I discover is a map, identical to the one I hold, that indicates, clearly and beyond any doubt, the way to Utopia. This revised version was published online in July 2006 with corrections to the Cover Date.     

Project 0395A.ĐC | Performing disorientation

The end of the Vietnam/American War lead to one of the largest exoduses of the latter part of the twentieth century: more than 3 million people escaped from Vietnam, Cambodia, and Laos over the course of two decades starting in 1975, many by boat and an estimated 1 million died at sea. How do you witness and retell stories of violence in the aftermath of war and dispossession at sea in the context of U.S. empire and Vietnamese socialist revolution? Project 0395A.?C, a multi-media installation by Vietnamese artist, Ly Hoang Ly, intentionally structures and choreographs disorientation to grapple with the condition of being dispossessed at sea, as the Vietnamese refugee is suspended at sea and entangled in histories of French colonialism and caught at the crux of U.S. imperial war and Vietnamese socialist revolution. I argue that disorientation is a performative experience and method that performs an act of refusal to break voyeuristic modes of consuming histories of violence and reorients the body to another theory of Vietnamese refugee subjectivity. I analyze how Ly creates a performative installation and performs with water as the core aesthetic material used to frame, dialogue, and re-narrate a story of Vietnamese refugee subjectivity.     

Against state terror: lessons on memory,counterterrorism and resistance from the Global South

Critical theory avows that “where there is power there is always resistance”. However, the practical implications and consequences of particular modes of resistance remain, within World Politics, under-theorised. In critical terrorism studies (CTS), this critical imperative to resist has recently emerged in the proposal to remember state terrorism. With this move, CTS aims to disturb the legitimacy of forms of violence/terror that emerge from the state. In this article, I argue that such an agenda of “resistance through memory” has already been put forth in the Global South (specifically, Latin America). Drawing on this historical experience, I elucidate some problems with the critical imperative to resist. More specifically, I show how in Brazil the Global South counter-memorial narratives of state terror share a common ground with the Global North counterterrorism discourses. I do so by analysing three underlying tropes of Brazilian remembrance that replicate Global North representations of terrorists: bestialism, pathology and dehumanisation.     

电力系统恐怖袭击风险的定量分析

国家关键基础设施的安全问题关系到国家的稳定与经济命脉。随着技术的发展,各种基础设施之间的相互依赖性日益增强,使得其脆弱性增加。电力系统作为国家的关键基础设施,是恐怖袭击的重点目标之一。本文对恐怖主义属性进行了描述,采用定量风险分析方法对电力系统遭受恐怖袭击的风险进行评估。通过分析,寻找出电力系统的脆弱性,以便有针对性地采取有效措施降低系统的脆弱性,从而减缓电力系统遭受恐怖袭击风险。     

Reading aloud as performance and its representation on television programmes for children

ABSTRACT

The social practice of reading aloud picture books to children, or shared reading, has been represented on many televisions programmes broadcast across English-speaking countries. This article views shared reading as a performance, and explores its transformation on two television shows for children and the potential of such shows to promote reading engagement and literacy development. Taking a critical multimodal perspective, we analyse shared reading in real life and on television as a social practice, focusing on the ways the participants talk about the picture book, relate it to exterior texts or activities, and legitimise shared reading through the employment of multimodal and interactive strategies. The analysis reveals significant differences between actual adult–child shared reading and its representation on television. The comparison illustrates the potential benefits and limitations of television shows in which picture books are read to the viewer, in terms of promoting shared reading among families and supporting young children’s emergent literacy development.     

Towards a critical realist perspective on African conflicts

With various attempts being made to address religious, ethnic and political conflicts in Africa, one question which continues to feature in public discourses concerns the contributions which the African academic community could make towards the understanding and resolution of conflict. This article demonstrates that ontological issues need to be critical in any attempts at effectively analysing conflicts. The merit of the critical realist philosophy of Roy Bhaskar, with its ontological concerns, is presented as an important analytical and resolution model which the African academic community can fall back on, to look for effective solutions to conflict on the continent. The thrust in this article is that the properties of the critical realist approach to social research make it practically adequate for analysing conflicts.     

提高高等教育教学质量的关键环节

提高高等教育教学质量是摆在我们每一个高校教育工作者面前的紧迫任务。本文结合我国高等教育的实际情况,提出从培养目标、专业设置、课程体系、教学方法、实践教学、师资队伍、科学研究等基本环节,作为提高教育质量,解决教育中出现的问题的根本途径。     

Two Cheers for Interpretivism: Deconstructing the British Political Tradition

This article engages with Bevir and Rhodes' version of interpretivism from a critical realist perspective. It argues that they are misguided to equate path‐dependency with path‐determinancy. Instead, we argue that there are three path‐dependencies, institutional, discursive and political‐economic, which constrain without determining the actions of agents and thus effect political outcomes. The argument is illustrated through a brief consideration of the operation of the British Political Tradition.     

State terrorism research and critical terrorism studies: an assessment†

This article explores the value of scholarship on state terrorism for the critical study of terrorist violences. The article begins by identifying four primary contributions of this scholarship: first, a rethinking of the status and significance of terrorism; second, an unsettling of broader assumptions within International Relations (IR) and terrorism research; third, an ability to locate state violences within pertinent, but potentially camouflaged, contexts; and, fourth, a prioritisation of critique as a responsibility of scholarship. The article’s second section then argues that the purchase of this work could be further extended by greater conceptual engagement with the state itself. In particular, we point to the value of contemporary approaches to the state as a terrain and outcome of social and political struggle, rather than as a singular actor of unitary purpose. Rethinking the state in this way has value, we argue, first, for moving research beyond the identification and typologising of state terrorisms; and, second, for circumventing the perennial problem of identifying intentionality in efforts to designate violences as (state) terrorism.     

Toward a critical peace education for sustainability

This article proposes the need for peace education as a field to embrace critical power analysis of place in efforts toward social and environmental sustainability. Rather than status quo reproduction, a critical peace education for sustainability should both elucidate and transform the power dynamics inherent in structural violence and cultural violence. The inherent rights of people, plants, and ecosystems to live with dignity and to prosper are proposed. Practically speaking, the article offers perspectives from a critical pedagogy of place and an earth connections curriculum unit as vehicles for transformative education.