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In this thesis an attempt was made to examine the period1965-1975, in Australia, in terms of the symbolic politics ofsocial change in certain fields of "protest", viz the anti-Vietnammovements, women's movements, environmental movements,Aboriginal movements, "permissiveness" movementsand (to a lesser extent) "ethnic consciousness" movements.There was a concern with both the instrumental and the expressivefunctions of these forms of protest.Particular reliance was placed on some of the conceptsdeveloped by Kenneth Burke, Hugh Dalziel Duncan, Orrin.E.Klapp,Murray Edelman, James Combs and Michael Mansfield. Theseconcepts were used in an examination of pamphlets, petitions,editorials, letters to the editor of newspapers and magazines,books, badges, stickers, posters and contemporary accounts of theactivities pursued by the movements referred to.This resulted in a classification of various forms ofprotest action. Within each of these classifications there wasexamination of both instrumental and expressive elements - andalso with paradoxes of unintended consequences. The protest formswere seen to be capable of developing a "life" of their own.One of the main conclusions reached has been concerned withthe need, on occasion, to use symbolic forms of protest/challengein order to place new items on the agenda, or to re-defineexisting agenda items. However, the very theatricality of thetechniques used not only attracts attention and gives reassuranceto followers: it can also produce unintended consequences.The study of the theatricalities of agenda - changing meritscloser attention by political scientists than it has traditionallyreceived. There is a need to develop new methods of analysis.

This paper presents a comparison of high school teachers' views on citizenship education in three European countries – the Netherlands, Bulgaria, and Croatia.In all these countries, citizenship is an important part of school curriculum. The teachers need to find ways to deal with the everyday dilemmas of teaching a concept so highly loaded with diverse political meanings. What kind of citizens would they educate? How would they find a balance between neutrality and indoctrination? These and other questions were posed to over 60 teachers in the three countries in interviews using Q‐methodology, a combination of quantitative and qualitative techniques. In all three countries, we found variations of four ideal types of views: Hierarchical, Individualist, Egalitarian, and Fatalist (group-grid theory of Douglas/Wildavsky). The number of types revealed and the degree of consensus within the countries varied per country. Subsequent analysis of the three countries together revealed a number of underlying themes, as well as a shared bottom-line standard of professionalism among the teachers.We will discuss the methodological challenges and insights of the study. First, we demonstrate that the employment of group-grid theory as an overarching framework within Q-methodology is a suitable instrument for a cross-country comparison, as it allows analysis of genuine interpretations by practitioners without pre-set measures and imposed meanings. Second, the study reveals the importance of looking at the internal diversity of "national contexts" as a way to avoid cultural and political labelling. Third, we will discuss the challenges and the chances of doing research by people who have access to and experience with more than one culture and language. As a result, we believe that the study will shed a light on the complexity of cultural, political, and historical contexts surrounding the introduction and implementation of citizenship education in 'established' and 'postcommunist' democracies alike [1]Keywords: Citizenship education, Comparative study, Social science teachers, Q-methodology, Group-grid theory[1] Parts of this paper appear in " Views and beliefs of social science teachers on citizenship education: preliminary results from a comparative study of Bulgaria, Croatia, and the Netherlands. Proceedings of the Annual CiCe Network Conference, Lisbon, Portugal, June 11-13, 2013, to be published

This article brings together two central episodes in Thucydides' History of the Peloponnesian War. The interpreted episodes are the Mytilenean Debate in Book III and the Melian Dialogue in Book V of the History. In the present study, these episodes are approached as original inquiries into moral and political matters, assuming the shape of subversive social criticism: immanent critique. A particular focus lies on the socio-political ordering principles scrutinized in the Thucydidean episodes. In the Mytilenean Debate, it is the principle of expediency (τὸ ξύμφορον) that is given the upper hand, whereas in the Melian dialogue the dominating social ordering principle is that of safety and survival (σωτηρία). In each episode, a contending point of view aims at undermining the pre-eminence of the stronger principle. However, the critique only succeeds if the subversion is managed from within, and if it pays outward allegiance to the frames determined by the supreme communal will.

Corría in 2018 and university teachers and academics ended the first four months with a salary agreement due on 28 February and the national government insisted on offering an increase well below inflation rates. Without any possible progress in the negotiation, the teaching associations launched a National University Consultation on the force measures to take forward, which decided, by a large majority, not to start classes from the second four-month period as a measure of strength. As a result, a nationwide unemployment of university teachers began on 6 August, which would last for more than a month in all public universities. In Córdoba, on the same day, a multitude gathered in front of the Argentinian Pavilion to abrade the UNC. The action had been proposed by the Association of University Teachers and Researchers of Córdoba (ADIUC) to start the protest, and had quickly secured the accession of students and university authorities. ; Corría el año 2018 y las y los docentes universitarias/os finalizábamos el primer cuatrimestre con un acuerdo salarial vencido el 28 de febrero y el gobierno nacional insistía en ofrecer un aumento muy por debajo de los índices de inflación. Sin avances posibles en la negociación, los gremios docentes lanzaron una Consulta Nacional Universitaria sobre las medidas de fuerza a llevar adelante que resolvió, por amplia mayoría, no iniciar las clases del segundo cuatrimestre como medida de fuerza. De ese modo, el 6 de agosto comenzó un paro nacional de docentes universitarios en todo el país, que se prolongaría por más de un mes en todas las universidades públicas. En Córdoba, ese mismo día, una multitud se congregó frente al Pabellón Argentina para abrazar a la UNC. La acción había sido propuesta por la Asociación de Docentes e Investigadores Universitarios de Córdoba (ADIUC) para dar inicio a la protesta, y rápidamente había logrado la adhesión de estudiantes y autoridades de la universidad.

Abstract
This article presents the Networked Pantheon, a relational database of biographies of globally famous people spanning the last 5,500 years of human history. This information source is intended to complement Pantheon 1.0 (Yu et al., 2016), a dataset that includes temporal, spatial, gender, and occupational information on 11,341 world-renowned people – defined as those who have biographies available in more than 25 languages on Wikipedia. The Networked Pantheon adds information about the biographical links between these historical figures, compiled from hyperlinks between the biographies in the English Wikipedia. This digital method enables techniques from network analysis to be used in studying the biographical relationships between globally famous people. Thus, distinct measures of historical centrality can be calculated for individuals, cities, countries, genders, and occupations. The Networked Pantheon includes indicators of figure centrality in the network of biographical references and provides an approximation of the information flows between various territories, genders, and occupations of famous people over time.