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John of Lancaster’s Negotiation with the Rebels in 2 Henry IV

Fifteenth-Century Northern England as Sixteenth-Century Ireland

Jane Yeang Chui Wong

The disastrous peace negotiations between John of Lancaster and the Northern rebels in 2 Henry IV show how the political and moral stakes of truth and trust play out, not only between Prince Hal, the king-to-be, and his unruly companions but also among other subjects both loyal and rebellious. Off-stage, similar tensions can be discerned between English officials and Irish rebels during the Nine Years War (1594–1603). In fact, a remarkably well-documented instance of such a case can be traced to the same year that 2 Henry IV seems to have been first staged. The 1597 truce negotiation between Hugh O’Neill, leader of the Irish confederates, and English crown representatives can shed light on Lancaster’s shocking betrayal of the Northern rebels in Shakespeare’s play. The exchange between crown representatives and rebel leaders, both in early modern Ireland and in 2 Henry IV, exposes the limitations of delegated authority and undercuts assumptions of trust and honour between king and subjects in truce negotiations.

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Negotiating the Nation in History

The Swedish State Approval Scheme for Textbooks and Teaching Aids from 1945 to 1983

Henrik Åström Elmersjö

This article explores the discussions concerning history textbooks that occurred within the Swedish State Approval Scheme for Textbooks (Statens läroboksnämnd) from 1945 to 1983. By focusing on the negotiation of nationhood and the process of textbook approval as an arena for the renegotiation of ways in which history was taught in schools, the article reveals that nationalistic sentiment associated with the historical discipline was challenged by intercultural and materialist discourses during the period under examination. However, much of the debate within the State Approval Scheme for Textbooks indicates that an ethnic nationalist discourse and competing discourses introduced in new syllabi for history education after 1945 tended to converge.

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A Social Negotiation of Hope

Male West African Youth

Christian Ungruhe and James Esson

This article examines the present-day perception among boys and young men in West Africa that migration through football offers a way of achieving social standing and improving their life chances. Drawing on ethnographic fieldwork among footballers in urban southern Ghana between 2010 and 2016, we argue that young people’s efforts to make it abroad and “become a somebody” through football is not merely an individual fantasy; it is rather a social negotiation of hope to overcome widespread social immobility in the region. It is this collective practice among a large cohort of young males—realistic or not—which qualifies conceptualizations of youth transitions such as waithood that dominate academic understanding of African youth today.

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A Dignified Meal

Negotiated Spaces in India’s School Meal Program

Sony Pellissery, Sattwick Dey Biaswas and Biju Abraham

In human rights literature, human dignity is the foundation of human rights. Thus, scholarly literature has focused on rights to further enchance dignity. In this article, we argue that rights alone provide only a minimum of dignity. We examine India’s right to food legislation and its implementation in school meal programs. Based on our observations, we argue that discretion and negotiation are complementary institutional spaces that can be developed for the meaningful enjoyment of rights and thus dignity. The negotiations that take place between school management committees and schoolteachers determine the dignity of the midday meal by improving meal quality and nutritional content, infrastructural facilities, and working arrangements for the cooking and delivery of meals. The findings are based on a study of four schools in the states of Kerala and West Bengal and on a review of studies on the midday meal programs in other Indian states.

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Poverty and Shame

Interactional Impacts on Claimants of Chinese Dibao

Jian Chen and Lichao Yang

The Chinese minimum living standard guarantee (dibao), which has been in place since the 1990s, is one of the most important social assistance programs run by the Chinese government. There is extensive literature on dibao, a majority of which deals with how it is allocated in rural communities and its effectiveness in alleviating rural poverty. Receiving dibao is often considered a sign of poverty. Scholars have long discussed the shame experienced by people in poverty. However, very few empirical studies have paid attention to the interplay between shame and dibao. This study draws on one month of qualitative fieldwork, focused on dibao implementation in both urban and rural China. It aims to understand how dibao and shame are connected in relation to three elements of policy provision: discretion, rights, and negotiation.

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Amira Schiff

Official negotiations between parties in ethno-national conflicts too often result in a deadlock. In such cases, the initial consent of opposing parties to sit together at the negotiating table is considered, retrospectively, to be merely a technical and ultimately futile achievement. The numerous failures of negotiations in such conflicts highlight the importance of studying the relationship between the prenegotiation process, which initially brings the parties to the negotiating table, and the results of subsequent formal negotiations, especially in view of the basic premise of the conflict resolution field's 'process school', that is, that effective execution of prenegotiation functions is critical for successful negotiations. This article examines the prenegotiation phase in two recent cases: the dispute over Cyprus in 2004 and the 'Annapolis process' of 2007-2008.

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Negotiations of Identity and Belonging

Beyond the Ordinary Obviousness of Tween Girls' Everyday Practices

Fiona MacDonald

Tween is a commonly used consumer-media label for girls aged anywhere between 9 and 14 years. The girls' desire to belong in friendship and peer groups has been considered by feminist and cultural studies scholars through their consumption activities and their negotiations of young, feminine girlness. Yet there is limited scholarship that explores the significance of their everyday practices in their own local, social worlds. Drawing on the findings from my year-long ethnographic study in a Melbourne Primary School, I consider the meaning behind the ordinary obviousness of the girls' everyday practices. I reflect on the often complex meanings of the girls' practices as they pursue their desire to belong. As I discovered, there is significant knowledge to be gained from exploring the girls' everyday considerations and negotiations of belonging. This article draws on two key examples of my ethnographic study to highlight the significance in understanding the girls' everyday practices.

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Building Dignity?

Tracing Rights, Discretion, and Negotiation within a Norwegian Labor Activation Program

Erika Gubrium, Leah Johnstone and Ivar Lødemel

Within a Norwegian labor activation program for social assistance, we explore how the presence of a work-oriented ethos shapes and changes the balance of rights, discretion, and negotiation available to and marking the interactions between service providers and program participants. We trace connections between changed delivery interactions and heightened shame or enhanced dignity for participants. Two themes emerge, the first related to an imagined institutional trajectory of progress attached to labor activation in which participants were offered “more” and the second to whether participants and caseworkers had a meaningful voice in co-negotiating the terms of activation. Unrealistic optimism and an institutional focus placed on individual participants’ new responsibilities fueled a longer-term negative impact. Descriptions of enhanced rights, new possibilities for negotiation, and reported feelings of shame and frustration depended both on the participant’s distance to the labor market and on the point at which respondents were interviewed.

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The Fractal Process of European Integration

A Formal Theory of Recursivity in the Field of European Security

Grégoire Mallard and Martial Foucault

This article proposes a simple formal model that can explain why and how European states engaged in the negotiation of federalist treaties in the fields of European defense and security. Using the non-cooperative model of multilateral bargaining derived from the Stahl-Rubinstein game, we show that the specific sequencing of treaty negotiations adopted by federalists explains why, against all odds, states preferred federalist-inspired treaties to intergovernmental treaties. We argue that federalists succeeded in convincing states to sign their treaties, rather than alternative treaties, by spreading the risk of rejection attached to various components of European security treaties into successive periods of negotiations, a process that they repeated in each new round of negotiation. In doing so, we show that Jean Monnet and his transnational network of European federalists had an influence on the process of EU integration because they segmented treaties into components with different probabilities of acceptance, and structured the different rounds of negotiations of these components by starting with the less risky ones, rather than because they convinced states to change their preferences and adopt federalist treaties instead of intergovernmental treaties.

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Cynthia Maurer

Tween girls spend a significant amount of time with peers both in and out of school. Little research has examined and theorized tween friendship culture, particularly as it relates to tween media culture. Drawing on qualitative data gathered on four tween girls, three of whom I discuss in this article, I explore the role of media in friendship negotiations occurring within the home. I argue that a televisual lexicon helps girls negotiate friendship in informal settings, participating in what I term friendship work to establish their own status within the group through intimate conversations about television. As a framework, friendship work situates tweens’ engagement with media as a social tool.