Democratization of Concepts While in retrospect one may observe the gathering of storm clouds much earlier, it was the revolutionary upsurge that caused the hurricane to burst forth. Thus, if the Revolutions of 1848 made socialism a slogan in the German
Socialisms in the Tsarist Borderlands
Poland and Finland in a Contrastive Comparison, 1830—1907
Wiktor Marzec and Risto Turunen
Civil Societies and Democratization
Assumptions, Dilemmas and the South African Experience
During the past 20 years, the term ‘civil society’ has acquired a specific space within political and social discourse. Journalists have written extensively about this term, political leaders have employed it ever more frequently, and scholarly research has been equally fascinated by the idea of civil society. Paradoxically, the notion of civil society constructed its space within socio-political research as it remained largely unexamined, especially in its relation to democracy and democratization theory. Indeed, most academic literature on democratization has assumed the democratizing power of civil society, based largely on the wake of events occurring in Eastern Europe and some parts of Africa during the late 1980s and early 1990s, rather than on firmly-grounded empirical research.
Democratizing the Digital Collection
New Players and New Pedagogies in Three-Dimensional Cultural Heritage
-dimensional modeling and printing challenge normative models of static museum display, conservation technology, and teaching practice. In doing so, these technologies both democratize and create new monopolies within the cultural heritage sector. New stakeholders and
The Specificities of French Elites at the End of the Nineteenth Century
France Compared to Britain and Germany
Thanks to a comparison of social and educational characteristics of elites in France, Germany and UK at the end of the nineteenth century, this contribution shows the specificities of the French case: a mixture of persistent traditional elites, akin to British and German ones, and the growing domination of a more recent economic and meritocratic bourgeoisie pushing for liberalism and democracy. Nevertheless, evolutions in the same direction as France are also perceptible in the two monarchies and give birth to a new divergence when after WWI the democratization of elites go faster in UK and Germany than in France where the law bourgeoisie remain dominant and blocks the reforms asked by more popular or petit bourgeois groups present in the political parties on the left.
The Bush Doctrine, Democratization, and Humanitarian Intervention
A Just War Critique
What has come to be known as ‘the Bush Doctrine’ is an idealistic approach to international relations that imagines a world transformed by the promise of democracy and that sees military force as an appropriate means to utilize in pursuit of this goal. The Bush Doctrine has been described in various ways. It has been called ‘democratic realism,’ ‘national security liberalism,’ ‘democratic globalism,’ and ‘messianic universalism’.1 Another common claim is that this view is ‘neoconservative’.2 In what follows I will employ the term ‘neoconservative’ as a convenient and commonly accepted name for the ideas that underlie the Bush Doctrine. The Bush Doctrine has been expressed in numerous speeches by President Bush and members of his administration.3 It is stated in the policy of the National Security Strategy of the United States.4 And it was employed in the invasion of Iraq. The hopeful aspiration of the Bush Doctrine is that democratization will result in peace.
Daniela R. P. Weiner
During the Allied occupation of the Axis countries, education and the revision of educational materials were seen as a means of ensuring future peace in Europe. Most scholarly literature on this topic has focused on the German case or has engaged in a German-Japanese comparison, neglecting the country in which the textbook revision process was first pioneered: Italy. Drawing primarily on the papers of the Allied occupying military governments, this article explores the parallels between the textbook revision processes in Allied-occupied Italy and Germany. It argues that, for the Allied occupiers involved in reeducation in Italy and Germany, the reeducation processes in these countries were inextricably linked. Furthermore, the institutional learning process that occurred in occupied Italy enabled the more thorough approach later applied in Germany.
Nationalism and Internationalism Reconciled
British Concepts for a New World Order during and after the World Wars
Antero Holmila and Pasi Ihalainen
policy would be taken away from aristocratic and reactionary experts of the foreign ministries and potentially democratized at both national and international levels. 1 Such mainly Anglophone internationalist visions began to appear frequently in public
Marino De Luca
Several parties throughout the world are democratizing their internal processes. The most notable tools for achieving this aim are the primary elections through which electoral candidates and party leaders are selected. This article seek to analyze these “selections” by using survey data relating to primary elections held in October 2011 by the French Socialist Party. In particular, we make use of survey data to describe extensively some social and political characteristics of the voters and to connect them with the electoral performances of the candidates.
Paul-Henry Chombart de Lauwe
Catholicism, Social Science, and Democratic Planning
W. Brian Newsome
Over the course of his career, urban sociologist Paul-Henry Chombart de Lauwe evolved from a sociological interpreter of human needs into an advocate of the democratization of city planning. The major factors shaping this trajectory were his contacts with liberal Catholic associations, his education under ethnologist Marcel Mauss, his teaching experience at the École des cadres d'Uriage, and his own studies of working-class communities. Chombart de Lauwe took French urban sociology in novel directions and effected an important and underappreciated liberalization of city planning. Analysis of Chombart de Lauwe also challenges recent trends in the historiography of the Catholic Left.
"Maintaining the Class"
Teachers in the New High Schools of the Banlieues
Over the past twenty years, a silent revolution brought 70 percent of a generation to the baccalauréat level (up from 33 percent in 1986), without ensuring students corresponding job opportunities. Sociologists have analyzed the impact of this educational democratization, which sought to solve the economic crisis by adapting the younger members of the French workforce to the new economy of services: it has paradoxically accentuated the stigmatization of youths from working-class and immigrant families who live in suburban housing projects. Therefore, high school teachers have had to deal with students' profound disillusionment with education. Moreover, teachers have been central to all of the recent political controversies in France regarding cultural difference. While there are books, pamphlets, and memoirs reflecting their experiences, there is no research exploring the discrepancy between high school teachers' expectations and those of their predecessors. This article explores this discrepancy and its contribution to the social and political construction of the "problème des banlieues."