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"Understanding Urban Riots" published on by Oxford University Press.

Violence depends not only on long-standing background conditions but on time-patterns that determine when and if it breaks out, how long it lasts and how severe it is. Advances in recording technology including video cameras and CCTV have made it possible to locate turning points and sequences on the micro level. Different scales of violence have different time-dynamics, ranging from micro to meso to macro. These include the following: micro-rhythms (fractions of seconds) of synchronization and dominance in setting rhythms in face-to-face interaction; violence-triggering thresholds (a few minutes or less) in small groups, where boredom makes violence abort; tension-building danger time-zones (lasting a few hours) in organized crowds; revolutionary tipping points (a few days); duration of riots (a few days, but several weeks long if the riot moves from place to place or is intermittently scheduled); mass crisis and hysteria zone of national solidarity, rapidly reaching a plateau and lasting 3 to 6 months before declining; and macro time-forks, where sudden victory is relatively low in casualties, but where a stalemate leads to years of dispersed conflict with high attrition costs.

This paper explores the concept of "community engagement," a central theme within a British research project examining the issues of cultural sustainability among faith-based schools. Discussion is informed by the views of Muslim and Jewish school community stakeholders at the time when the policy of social cohesion was being legally introduced into schools in the United Kingdom. The article provides: (a) an introduction to the context of the British government agenda on "community cohesion" (promoting greater knowledge, respect, and contact between groups within the community) in the aftermath of 9/11, the riots in northern towns in England in 2001, and the bombings in London; (b) an historical perspective on the establishment of denominational schooling in the UK with reference to Muslim and Jewish schools; (c) explication of the research design; (d) exploration of the theory and conceptualisation of community cohesion drawing on qualitative data from the study; and (f) the implications raised for policy and practice in all schools.

peer-reviewed ; This paper explores the concept of "community engagement," a central theme within a British research project examining the issues of cultural sustainability among faith-based schools. Discussion is informed by the views of Muslim and Jewish school community stakeholders at the time when the policy of social cohesion was being legally introduced into schools in the United Kingdom. The article provides: (a) an introduction to the context of the British government agenda on "community cohesion" (promoting greater knowledge, respect, and contact between groups within the community) in the aftermath of 9/11, the riots in northern towns in England in 2001, and the bombings in London; (b) an historical perspective on the establishment of denominational schooling in the UK with reference to Muslim and Jewish schools; (c) explication of the research design; (d) exploration of the theory and conceptualisation of community cohesion drawing on qualitative data from the study; and (f) the implications raised for policy and practice in all schools.

1. Introduction -- 2. Visual jurisprudence : the new paradigm -- 3. Law's screen life : visualizing law in practice -- 4. Images run riot : law on the landscape of the neo-baroque -- 5. Theorizing the visual sublime : law's legitimation reconsidered -- 6. The digital challenge : command and control culture and the ethical sublime -- 7. Conclusion : visualizing law's rhetorical ideal.

Contents -- Notes on Contributors -- List of Figures -- List od Tables -- Chapter 1: Introduction: Towards a Global History of Social Movements -- Part I: Conceptual, Methodological and Theoretical Considerations -- Chapter 2: Studying Social Movements: Some Conceptual Challenges -- Defining the Subject of Research -- Asking the Relevant Questions -- Theorizing and Conceptualizing the Phenomenon Under Study -- Choosing Appropriate Methods and Sources -- Interpreting and Contextualizing Findings -- Summary and Outlook -- Further Readings -- Chapter 3: Subaltern Studies as a History of Social Movements in India -- Why Subaltern Studies? -- 'The Peasant' as Mass-Political Subject -- Subaltern Studies and Accounts of Mass Insurgencies -- Conclusion -- Further Readings -- Chapter 4: Transpacific Feminism: Writing Women's Movement from a Transnational Perspective -- Introduction -- Formation of 'Woman' and Political Movement -- Transpacific Feminism -- Conclusion -- Further Readings -- Part II: Continental Perspectives on the History of Social Movements -- Chapter 5: Social Movements in Latin America: From the Nineteenth to the Twenty-First Century -- Introduction -- Post-Independence Movements -- Anti-Oligarchic Social Movements -- The Diversity of the Nationalist Social Movements -- Social Movements and Revolutionary Resistance to Dictatorships -- Current Social Movements and Their Characteristics -- Conclusions -- Further Readings -- Chapter 6: Dissident Political History: Social Movements in North America -- Social Movements: New Versus Old? -- Social Movements in the United States: An Overview -- Further Readings -- Chapter 7: European Social Protest, 1000-2000 -- Introduction -- Protests in Pre- and Early Capitalist Society -- Peasant Protests -- Guild Battles -- Food Riots -- Workers' and Journeymen's Struggles -- Millenarian Movements

This issue of IJMES features seven full-length articles and a roundtable on "theorizing violence." While we were preparing the articles for publication in June and early July, the conflict in Syria was escalating, the Turkish state was suppressing protests in Gezi Park, and the situation in Egypt took a precipitous turn when the military killed more than fifty Muslim Brotherhood supporters. As our colleagues writing in more time-sensitive venues such as Jadaliyya, Facebook, and personal blogs scrambled to keep up with events, we decided to take a broader look at scholarly approaches to the study of violence. For the roundtable, we asked seven political scientists, historians, and anthropologists working on the Middle East and South Asia to reflect on "violence" as a theoretical category across the disciplines. The responses move from introductory reflections on studying, teaching, and writing about violence by our new board member Laleh Khalili, who helped us organize the roundtable, to conceptualizations of violence "from above" employed by colonial, postcolonial, and neoliberal states (Khalili, Daniel Neep), through everyday and crisis-linked forms of sexual violence (Veena Das) and violence "from below," whether in the forms of communal riots and suicide bombing (Faisal Devji) or self-immolation, hunger strikes, and other acts of self-destruction (Banu Bargu), to reflections on violence and nonviolence in Gezi Park (Yeşim Arat). The roundtable concludes with a broad-sweep analysis of most of the above in relation to (inter)disciplinarity and to Middle Eastern modernity by our board member James McDougall.