ABSTRACTThere is a general assumption in democracy promotion that liberal democracy is the panacea that will solve all political and economic problems faced by developing countries. Using the concept of “good society” as analytical prism, the analysis shows that while there is a rhetorical agreement as to what the “good society” entails, democracy promotion practices fail to allow for recipients’ inclusion in the negotiation and delivery of the “good society”. Contrasting US and Tunisian discourses on the “good society”, the article argues that democracy promotion practices are underpinned by neoliberal parameters borne out from a reliance on the transition paradigm, which in turn leave little room to democracy promotion recipients to formulate knowledge claims supporting the emergence of alternative conceptions of the “good society”. In contrast, the article opens up a reflective pathway to a negotiated democratic knowledge, which would reside in a paradigmatic change that consists in the abandonment of the transition paradigm in favour of a “democratic emergence” paradigm. 相似文献
This paper draws from Silencios – a photography series by the Colombian artist Juan Manuel Echavarría. Silencios comprises more than 120 portrayals of abandoned schools due to armed conflict in Los Montes de María, Colombia. Sharing Echeverría’s belief that ‘these chalkboards have lessons to tell us about war’, the author of this paper advocates for the pedagogical use of Silencios to promote and support memory works in Colombia. The present analysis acknowledges that hegemonic memories and narratives have a negative impact on conflict-affected societies due to their authoritarian and oppressive character.
Therefore, the pedagogical use of Silencios seeks to ignite multiple narratives and counterhegemonic memories that might emerge as the public interacts with the photography. The visuals, in this sense, become an educational opportunity to stimulate reflection and resistance against the monopoly of the past in a country that is currently emerging from conflict. In this paper, the abandoned schools are considered as memory sites, and as renewed learning spaces to stimulate reflections and debates upon the armed conflict. Silencios can contribute to peacebuilding efforts by bringing up the possibility to reconsider essentialist conceptions of peace, memory, and pedagogy, that might hinder potential venues for enduring peace in Colombia. 相似文献
In response to research demonstrating that irrelevant contextual information can bias forensic science analyses, authorities have increasingly urged laboratories to limit analysts' access to irrelevant and potentially biasing information (Dror and Cole (2010) [3]; National Academy of Sciences (2009) [18]; President's Council of Advisors on Science and Technology (2016) [22]; UK Forensic Science Regulator (2015) [26]). However, a great challenge in implementing this reform is determining which information is task-relevant and which is task-irrelevant. In the current study, we surveyed 183 forensic analysts to examine what they consider relevant versus irrelevant in their forensic analyses. Results revealed that analysts generally do not regard information regarding the suspect or victim as essential to their analytic tasks. However, there was significant variability among analysts within and between disciplines. Findings suggest that forensic science disciplines need to agree on what they regard as task-relevant before context management procedures can be properly implemented. The lack of consensus about what is relevant information not only leaves room for biasing information, but also reveals foundational gaps in what analysts consider crucial in forensic decision making. 相似文献