-order concept that explains and justifies the underlying logic of practices of inclusion and exclusion in governance processes. Historically, many such justifications were made by presuming a prepolitical understanding of a demos based on a primordial bond among
The socialist Left and immigrants in 1970s Italy
Diverting from the prevailing trend that considers Italy in terms of international migrations, this article examines one aspect of its internal mass migrations, namely, how the mainstream Left of the 1960s and 1970s constructed southern immigrants in northern cities, taking the 'red city' of Bologna as a privileged context for analysis. The article argues that this construction—despite a number of significant limitations—was on the whole inclusionary, as it incorporated the immigrants into the working class and into the socialist project of societal transformation. By analytically describing the framing of immigrants by the 'socialist' Left, this article also highlights the historically specific nature in which migrants are constructed, lays the basis for a future comparison with the contemporary 'postsocialist' construction of immigrants, and provides material for a more general anthropological reflection on the trajectories followed by discourses of inclusion/exclusion in recent decades.
A central claim made on behalf of deliberative democracy is that it can foster the inclusion and empowerment of ordinary citizens in democratic political life. But ideal structures of deliberation tell us remarkably little about how much real
The Political Transformations of Durkheimianism
The article begins with Pierre Rosanvallon's account of the mutations of 'Jacobin ideology' and the function of sociology in criticising this in France at the end of the nineteenth century. I suggest it was not Durkheim's intention simply to criticise a 'Jacobin' form of political ideology. Rather, it was to construct an affinity between sociological explanation and social facts, such that sociological discourse would appropriate the sphere of the political and take part, by so doing, in the constitution of a participative social democracy. I then touch on the post-mortem academicisation of Durkheim's work in France between the wars, to ask if the emergent Durkheimianism neutralised Durkheim's original socio-political intentions. This leads to a discussion of the resurgent domination of the discourse of politics in the 1960s, as manifested in Aron's critiques of Durkheim and in his defence of constitutional law at the beginning of the Fifth Republic, but also to an examination of Bourdieu's attempt to retrieve Durkheim's original orientation and to revive the political dynamism of social movements. I comment on the analysis, made in the 1970s by Bourdieu (and Boltanski), of the construction of the dominant postwar ideology in French politics, which includes their critique of 'planification' and of the work, amongst others, of Jacques Delors. They saw the language used by the newly dominant political managers as exploiting the sociological discourse of 'solidarity' and 'social exclusion', not to realize its intentions, but to reinforce their own control. I briefly consider the argument's implications for an analysis of European Commission social policy initiatives during the presidency of Delors, comment on the British Conservative government's objections in the 1980s and 1990s to the very use of this language, and ask if the Labour government's adoption of the discourse of 'social inclusion' in 1997 was indicative of either a political or a social agenda. Finally, I return to Rosanvallon and situate his work politically within the ideological debate of 1995 between him and Bourdieu. It is to conclude with the suggestion that Rosanvallon's apparent disinclination to recognize the importance of Durkheim's work is indicative of his present position-taking, which necessarily entails a suppression of Durkheim's real intentions.
The concept of social quality has been operationalized in terms of four component dimensions: social inclusion, social cohesion, socio-economic security and social empowerment. This article argues that inclusion and cohesion are aspects of the same underlying social construct. Societies are cohesive to the extent that they are bound by relationships of solidarity; people are included when they are part of solidaristic social networks. Where there is cohesion, there is solidarity, and where there is solidarity, there is inclusion. It follows that the attempt to define social quality in terms of a formal distinction between inclusion and cohesion is doomed to failure. They cannot be treated as distinct elements, and the attempt to distinguish them has led to double-counting.
Feminist critiques of deliberative democracy have focused on the abstraction, impartiality and rationality of mainstream accounts of deliberation. This paper explores the claim, common to many of these critiques, that these features are problematic because they are gendered, and that a more women-friendly account of democracy would embrace corporeality, contextuality and the affective. While acknowledging the merit of such a claim, the paper nonetheless suggests that the pursuit of social justice and democratic inclusion actually leads many feminists to embrace a modified account of deliberative democracy, albeit in a modified account form. This can be explained by the dialogical conception of impartiality offered by theories of deliberative democracy. The paper suggests that the embrace of deliberative democracy by feminist theorists is a positive move, to be more widely acknowledged. Moreover, once acknowledged, feminists have much to offer deliberative democrats in terms of considering what the pursuit of dialogic impartiality might entail. If conceived as demanding both a 'lack of bias' and 'inclusivity', attention needs to be focused squarely on the issue of inclusion, and the institutional and material conditions for securing inclusion in deliberation.
Aspects of Maternal Pedagogy in Australia
The field of autism interventions, as well as advice given to parents on educating children with autism spectrum disorders, is characterized by competing claims and controversy. This article compares two events targeted at parents, both of which were staged on the same weekend in Sydney, Australia, in 2007. One centered on applied behavioral analysis, holding out the promise of potential normalization for children with autism and their families. The other, mobilizing civil rights rhetoric, pushed for the full educational inclusion of all children with disabilities. This article investigates the assumptions underlying these varied positions and assesses some of the ways in which parents, especially mothers, make sense of and situationally negotiate these often emotionally charged claims and counter-claims.
Jonas Hultin Rosenberg
The question of who ought to be included in the demos is distinct from, and yet related to, the question of how to distribute decisionmaking power among those who are included. Political equality is the most common answer to the former question within democratic theory. In democratic practice, it is usually realized through one person one vote. Within democratic theory, there is not as much agreement as to what the answer to the latter question should be. The answer that has attracted most attention within the scholarly literature is that all those who are affected should be included. However, prominent scholars have argued that this all-affected principle is incompatible with political equality and therefore an unattractive answer to the question of inclusion. This article challenges this critique and argues that it is based on a misconception of political equality and a narrow reading of the all-affected principle.
Girls with Disabilities Exhibit their Work
Naydene de Lange, Nguyen Thi Lan Anh and Nghiem Thi Thu Trang
Introduction Although the issue of social inclusion in general is of great significance, here our concern is particularly with inclusive education given the Education for All (EFA) movement of the World Education Forum in Jomtien in 1990
A reflection of the quality of education for migrant and marginalized Roma children in Europe
Silvia-Maria Chireac and Anna Devis Arbona
, especially when in 2007 approximately 4.5 million more Roma became EU citizens. Consequently, the issue of Roma inclusion in education, employment and health generated more attention for EU member states. The Roma are a young population that constitutes