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Societies, like individuals, strive to have positive self-concepts. They endow stories of their origin and associate their course through history with ethical principles that attest to who they are and how they want to be seen. Such principles define the society for its members and for the world at large. But all societies must at some time confront evidence of actions undertaken in their name that violate their fundamental principles and conflict with their desired self-image. Following a glance at the basic elements of the politics of history and identity, the author suggests two sources of the tensions between "bad acts" and positive self-concepts. Both relate to shifts in developmental time. First, actions not considered wrong when they were undertaken in the past are inconsistent with current expectation. Second, transsocietal differences in normative frameworks lead to cross-boundary criticisms of behavior in which the critics' societies likely engaged at an earlier time. Accusations or criticisms generally meet with defensive, often hostile responses. Hypocrisy tends to rule in most cases, with little or no normative learning.

Introduces a special journal issue on the politics of history in comparative perspective. [Reprinted by permission of Sage Publications Inc., copyright 2008 The American Academy of Political and Social Science.]

Societies, like individuals, strive to have positive self-concepts. They endow stories of their origin and associate their course through history with ethical principles that attest to who they are and how they want to be seen. Such principles define the society for its members and for the world at large. But all societies must at some time confront evidence of actions undertaken in their name that violate their fundamental principles and conflict with their desired self-image. Following a glance at the basic elements of the politics of history and identity, the author suggests two sources of the tensions between "bad acts" and positive self-concepts. Both relate to shifts in developmental time. First, actions not considered wrong when they were undertaken in the past are inconsistent with current expectation. Second, transsocietal differences in normative frameworks lead to cross-boundary criticisms of behavior in which the critics' societies likely engaged at an earlier time. Accusations or criticisms generally meet with defensive, often hostile responses. Hypocrisy tends to rule in most cases, with little or no normative learning. [Reprinted by permission of Sage Publications Inc., copyright 2008 The American Academy of Political and Social Science.]

Considers recent challenges to academic freedom & offers suggestions for mitigation of threats triggered by the practice & communication of scholarly inquiry. The article follows the spirit of the resolution on academic freedom adopted by the 2007 Governing Council of the International Studies Association (ISA). The author focuses on the physical security, liberty, & livelihood of academic freedom rather than abstract principles. A review of the problems & threats faced by academics centered identifies the difficulties encountered in academic freedom across cultures & borders. Finally, the author offers a repertoire of possible actions available to the community of Western international studies scholars to protect academic freedom elsewhere. References. J. Harwell

Citizenship is an increasingly important focus in political and social theory, as well as in philosophy, legal studies, and some of the humanities. It is also a vital concern in the lives of many "real people." It figures in the assurance or denial of rights, economic benefits and social services, education, due process of law, and opportunities to affect political decisions; but it does not guarantee equality, fairness, justice, economic well-being, dignity, or the respect of public officials or fellow citizens. We need to engage theoretical and normative aspects of citizenship when considering such topics as democracy and democratization, civil liberties, political participation, migration and asylum, nationality, culture, persistent inequalities, discrimination, identity and belonging, gender equity, race and ethnic relations, human rights, and globalization.