In the 1920s and early 1930s, the Communist Party embraced a policy to promote national consciousness among the Soviet Union's many national minorities as a means of Sovietizing them. In Ukraine, Ukrainian-language schooling, coupled with pedagogical innovation, was expected to serve as the lynchpin of this social transformation for the republic's children.The first detailed archival study of the local implications of Soviet nationalities policy, Breaking the Tongue examines the implementation of the Ukrainization of schools and children's organizations. Matthew D. Pauly demonstrates that Ukrainization faltered because of local resistance, a lack of resources, and Communist Party anxieties about nationalism and a weakening of Soviet power – a process that culminated in mass arrests, repression, and a fundamental adjustment in policy
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This article deals with the educational arrangements and the multiple inequalities that they reproduce from a comparative perspective. Drawing on a qualitative study conducted in six countries (Austria, Hungary, Netherlands, Portugal, Turkey, and the UK) as part of a multinational research project concerning justice in Europe, the article explores the mechanisms through which education sustains and reproduces "categorical inequalities." Although equal access to education is granted by constitutional laws as well as by incorporation of international treaties in the national legal frameworks, it is commonly the educational arrangements that identify the features of access to good quality education in a given context. Dealing with different country cases that have their path dependencies in the arrangements of education, the article provides insights on understanding how different features of segregation in education operate as mechanisms of exclusion for students from a disadvantaged background. Hence, the disadvantages manifest themselves concerning socio‐economic status, ethnicity, race, and minority background. By focusing on the country‐based debates around school segregation, which goes together with the segregated character of urban settings and school choice patterns, the article shows how the institutional context with or without residency‐based registration rules and different types of schools with different resources perpetuate multiple inequalities. In a context where educational arrangements operate as a mechanism of sustaining categorical inequalities, identity‐based differences, combined with economic disadvantages lead to a situation where students from vulnerable and minority groups face multiple forms of exclusion.
Cover -- Half Title -- Title -- Copyright -- Contents -- Acknowledgements -- Series Preface -- Introduction -- PART I CONCEPTUAL ISSUES -- 1 Dinah Shelton (2009), 'Common Concern of Humanity', Iustum Aequum Salutare, V, pp. 33-40 -- 2 Simon Caney (2009), 'Justice and the Distribution of Greenhouse Gas Emissions', Journal of Global Ethics, 5, pp. 125-46 -- 3 Christopher D. Stone (2004), 'Common but Differentiated Responsibilities in International Law', American Journal of International Law, 98, pp. 276-301 -- 4 Michael Byers (1997), 'Conceptualising the Relationship between Jus Cogens and Erga Omnes Rules', Nordic Journal of International Law, 66, pp. 211-39 -- 5 Alexandre Kiss (1985), 'The Common Heritage of Mankind: Utopia or Reality?' International Journal, 40, pp. 423-41 -- PART II RESPONSIBILITY TO PROTECT -- 6 Anne Orford (2009), 'Jurisdiction without Territory: From the Holy Roman Empire to the Responsibility to Protect', Michigan Journal of International Law, 30, pp. 981-1015 -- 7 Carsten Stahn (2007), 'Responsibility to Protect: Political Rhetoric or Emerging Legal Norm?', American Journal of International Law, 101, pp. 99-120 -- PART III UNIVERSAL JURISDICTION -- 8 Adeno Addis (2009), 'Imagining the International Community: The Constitutive Dimension of Universal Jurisdiction', Human Rights Quarterly, 31, pp. 129-62 -- 9 Anthony J. Colangelo (2006), 'The Legal Limits of Universal Jurisdiction', Virginia Journal of International Law, 47, pp. 149-200 -- PART IV INTERNATIONAL SPACES -- 10 Gbenga Oduntan (2005), 'Imagine There Are No Possessions: Legal and Moral Basis of the Common Heritage Principle in Space Law, Manchester Journal of International Economic Law, 2, pp. 30-58 -- 11 Edward Guntrip (2003), 'The Common Heritage of Mankind: An Adequate Regime for Managing the Deep Seabed?', Melbourne Journal of International Law, 4, pp. 376-405
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Asserts that states remain relevant to the task of environmental governance while acknowledging that their role has changed. The concepts of environmental flows (rooted in the concept of material flows) & the environmental state are explained. Given the economic & political globalization of environmental problems & policies, the need to rethink & perhaps reinvent the environmental state is recognized. Ten theses on the role of national governments in global environmental governance are presented. Europe is used to illustrate that state-centered forms of environmental governance can increase in significance amid globalization. While reservations are voiced regarding the efficacy of the environmental state, it is contended that there is no substitute for the nation-state in managing environmental flows. Figures, References. D. Edelman
Asserts that states remain relevant to the task of environmental governance while acknowledging that their role has changed. The concepts of environmental flows (rooted in the concept of material flows) & the environmental state are explained. Given the economic & political globalization of environmental problems & policies, the need to rethink & perhaps reinvent the environmental state is recognized. Ten theses on the role of national governments in global environmental governance are presented. Europe is used to illustrate that state-centered forms of environmental governance can increase in significance amid globalization. While reservations are voiced regarding the efficacy of the environmental state, it is contended that there is no substitute for the nation-state in managing environmental flows. Figures, References. D. Edelman
W swych rozważaniach nad globalnym kryzysem edukacji, autor koncentruje się nad coraz ściślejszym splotem między edukacją a ekonomią i polityką, skupiając się przy tym na często pomijanym wymiarze światowego kryzysu edukacyjnego, a mianowicie na braku uznania edukacji za cel znaczący sam w sobie. Ilustrując swoje przemyślenia trzema przykładami z USA, Izraela i Polski, autor naświetla obecny kryzys jako ogólny atak na życie intelektualne oraz ukazuje jego rolę w życiu jednostek i społeczeństwa. ; In his reflection on the global crisis in education, the author points to the growing conflation of education with economics and politics and considers a generally neglected dimension of worldwide educational crisis, namely, the persistent lack of appreciation of education as a significant end in itself. He illustrates his point on three national cases - the United States, Israel and Poland – and shows the current crisis as a general attack using the life of the mind and the role it plays in the life of society and individuals.
"This book provides election results of gubernatorial races from 1912 to 1931 for every candidate who received at least one percent of the total vote. The returns are presented in two parts. The first section provides an annual summary of gubernatorial votes by year, organized alphabetically by state. The second section provides returns by county for each election"--Provided by publisher
The original colleges for military engineers—the Royal Military Academy (RMA) Woolwich and the East India Company (EIC) Seminary at Addiscombe—were the only outlet for a curriculum based on the theory and practice of engineering taught within an academically orientated institution in Britain during the nineteenth century. Overall, engineering in Britain was taught through work-related traditional apprenticeship systems that focused on the 'practical man' concept, supported from 1853 onwards with funding based on a payments-by-results system administered by the Department of Science and Art. This trend continued despite the introduction of modest engineering faculties within the British university system. In India, matters were different: there were four colleges of civil engineering, the oldest, Thomason College, having been founded in 1847. Their role was to provide civil engineers for the Indian Public Works Department. Both in Britain and in India, the administration and management of science, technical and engineering education was undertaken by officers from the Royal Engineers and the Indian Army equivalent, (commonly referred to as sapper officers). This trend in civil/military relationships continued with the establishment of the Royal Indian Engineering College (also known as Cooper's Hill College) in 1870, specifically to train civil engineers in England for duties with the Indian Public Works Department. The comparisons between engineering education in Britain and India during the nineteenth century are stark. The role of the military in the development of engineering education both in Britain and India was crucial. The Indian Public Works Department, although technically a civilian organisation, relied on military engineers during its life until 1947. An examination of the topic from both the British and Indian perspective gives an insight not only into comparative engineering education but also into the civil/military relationships that existed in Britain and India during the latter half of the nineteenth century.
AbstractDespite the importance of food for both economic and political reasons, why do governments respond differently to food crises? To answer this question, this article assesses the politics of state responses to food crises in Indonesia and Nigeria in the 1960s and 1970s. Using the state‐in‐society approach to politics, this research finds that variation in state–society conflicts explains the differences in Indonesia's and Nigeria's responses to the food crises. Conflicts between the state and urban workers led Nigeria to align its food policies with the need to contain urban workers' grievances, while in Indonesia conflicts between peasants and the state led the government to align its food policies with rural development to raise food production and eliminate the source of rural threats. State responses to food crises are therefore context‐dependent policies, deeply influenced by the salient form of state–society conflicts.Related ArticlesAsare‐Nuamah, Peter, Anthony Amoah, and Simplice A. Asongu. 2023. "Achieving Food Security in Ghana: Does Governance Matter?" Politics & Policy, Early View. https://doi.org/10.1111/polp.12540.Ayanoore, Ishmael, and Sam Hickey. 2022. "Reframing the Politics of Natural Resource Governance in Africa: Insights from the Local Content Legislation Process in Ghana." Politics & Policy 50(1): 119–36. https://doi.org/10.1111/polp.12449.Oehmke, James F., Sera L. Young, Godfrey Bahiigwa, Boaz Blackie Keizire, and Lori Ann Post. 2018. "The Behavioral‐Economics Basis of Mutual Accountability to Achieve Food Security." Politics & Policy 46(1): 32–57. https://doi.org/10.1111/polp.12244.
The U.S. Supreme Court in an historic case in 1886, U.S. v. Kagama, which devastated tribal sovereignty by affirming the legality of the 1885 Major Crimes Act that problematically extended federal criminal jurisdiction over "all" Indians for seven major crimes—murder, manslaughter, rape, etc., (today that number has increased to 14 crimes)—more accurately declared in that same case that state governments could be characterized as the "deadliest enemies" of indigenous nations.
ABSTRACT This study aims to understand the perceptions of the tuition fees charging in Canada and China and the perspectives of this practice in Brazil, which is a country where society requires access to quality higher education, but which faces large budgetary constraints on its public funding. To understand these questions, a qualitative exploratory multi-case study was carried out with government officials, specialists in higher education, and student leadership from all three countries. In conclusion to this analysis, and considering the benefits provided by the Canadian and Chinese participants, it is suggested for Brazil to perform a reflection on this subject. The study shows that such an initiative can boost public higher education institutions through greater financial availability and democratize access and permanence, as there would be more resources to invest and assist students from underrepresented groups participating in the system.