Responding to Hugo Slim’s critique, John Dunn defends his notion of the “Epoch of Revolution.” The response advances that this protracted epoch was defined by the unique way in which the category of revolution itself defined key possibilities for collective political, social, and economic transformation. In doing so, Dunn argues, this category transformed the conditions of political action across a large part of the world. Dunn classifies Slim’s cases as instances of rebellion that, though significant and important, do not share the teleological character of revolution.
Silvia Rief, Antonino Palumbo, John Craig, Dorothy Sheridan, Barry Stierer and Gabriela Edlinger
Myra H. Strober (2011): Interdisciplinary Conversations. Challenging Habits of Thought
Review by Silvia Rief
Hans Radder (ed.) (2010): The Commodification of Academic Research: Science and the Modern University
Review by Antonino Palumbo
Gabriela Pleschová (ed.) (2010): IT in Action: Stimulating Quality Learning at Undergraduate Students
Review by John Craig
Les Back (2010-11): Academic Diary, http://www.academic-diary.co.uk/
Sally Fincher, Janet Finlay, Isobel Falconer, Helen Sharp and Josh Tenenberg (2008-11): The Share Project, http://www.sharingpractice.ac.uk/homepage.html
Review by Dorothy Sheridan and Barry Stierer
Sabine Hikel (ed.): Leaving Academia: Offering Resources for Academic Leavers and Accounting for the Phenomenon of Brain Drain in Academia, http://www.leavingacademia.com/
Review by Gabriela Edlinger
Daniel Newman, Peter Wells, Paul Nieuwenhuis, Ceri Donovan and Huw Davies
This article considers electric cars as socio-technical experiments in meeting mobility requirements. There have been numerous trials and government incentives to promote such vehicles, but with a notable lack of success. The article thus seeks to address an urgent need to understand such “transition failure,” which may ultimately impact upon how progress is measured in sociotechnical transitions. Presenting results from a recent research project, it is suggested that shared usage models hold greater potential for achieving sustainable personal mobility. It is concluded, however, that multiple niche experiments present a highly complex situation in which cumulative learning is problematic.
As a result of Nazi race politics, World War II, and the restructuring
of Europe in the postwar era, the painful experience of forced migration
became a reality in the lives of many Europeans. About 12 million1
ethnic Germans shared the fate of being forced to leave their
ancestral areas of settlement in Eastern and Eastern/Central Europe
between 1939 and 1948. These people were either forced to move
“back to the Reich” by the Nazi government, fled from advancing
enemy forces in 1944/45, or were forced out of their homes by Eastern
and Central European postwar governments.
Education and Global Citizenship
Penny Enslin and Mary Tjiattas
Darrel Moellendorf argues that duties of justice have global scope. We share Moellendorf’s rejection of statism and his emphasis on duties of justice arising out of association in Cosmopolitan Justice. Building on Moellendorf’s view that there are cosmopolitan duties of justice, we argue that in education they are both negative and positive, requiring redistribution of educational resources and transnational educational intervention. We suggest what kinds of intervention are justifiable and required, the kinds of international structures that could regulate them, and a conception of cosmopolitan citizenship to underpin education for global citizenship.
If social units are to be classified it must be by reference to some distinctive characteristic or characteristics that they share. Administrative classifications are usually based on the characteristics identified in the everyday language that reflects practical knowledge. Classifications that will assist the growth of social scientific knowledge have to be based on the identification of theoretically relevant characteristics. Classification precedes the naming of categories. Experimental research into the relative strength of civic and ethnic preferences could uncover the variables that underlie popular notions of nation, race and ethnic group.
An Auxiliary Nurse’s Memories of World War I
The scrapbooks and wartime papers of American Alma A. Clarke reveal how one woman repurposed gendered propaganda during the Great War. Clarke was in France from January 1918 to July 1919 as both a child welfare worker with the Comité franco-américain pour la protection des enfants de la frontier and as an auxiliary nurse in the American Red Cross Military Hospital in Neuilly-sur-Seine. The Great War provided Clarke with new ways to contribute, new arenas in which to share her expertise, and perhaps most importantly, new perspectives on the significance of her contributions to society.
Comprehending Subjectivity in Vietnam and Beyond
Tine M. Gammeltoft
In this article I explore how a ‘belonging’ perspective can contribute to anthropological reflections on subjectivity and agency. On the basis of two ethnographic cases from Vietnam, I show how people tend to find their bearings in existentially difficult situations by placing themselves within concrete communities of others. Distinguishing between intersubjective, territorial, and political forms of belonging, I discuss anthropological approaches to belonging practices, highlighting the shared analytical assumptions that have underpinned anthropological use of the concept. By placing mutuality and responsiveness at the center of attention, I show that a belonging perspective can help us to think more carefully about the complex ways in which freedom and constraint intertwine in human lives.
Human-computer interaction in the late twentieth and early twenty-first century has been aided by the graphical user interface (GUI). Cinematic representations of the GUI have reflected its pervasive quotidian presence and expanded beyond to create spectacular technophilic Hollywood blockbusters. The screen-based interaction, which computers and the cinema share, offers an important point of reflection upon the embodied relationship among screen, spectator, and the onscreen computer user. By examining cinematic representations of hackers, experts, and users and the extent to which they manipulate or submit to the computer's vision, this article considers the possible future interaction between spectator and the digital medium of cinema.
Evolution has equipped us with the ability to conceive of people and their actions in hypothetical, purely fictional, and fantastic scenarios. The way we conceive of real people, the way we make sense of fictional character, and the way we process needs and desires related to other people in our fantasies are all interconnected with one another. These are all instances of blending, often based on rather minimal direct information but supported by shared character-related schemata and mental simulation, the latter typically eliciting a degree of partial identification. The structural relationships and interconnectedness between these three processes can be examined in terms of the formalist notion of motivation.