Study Guide
On-line 2010
Preliminary version from 2010 01 14
Course instructions ”Democracy, Human Rights, and Gender – Global
Perspectives in Education, 7,5hp/ECTS credits”
Period week 3 (18th of January – week 22 (4th of June, 2010)
Study pace 25%
Course code: 6PE090
Application code: 64 514
On-line: coming soon
Teachers Lennart Spolander, Director of studies, teacher education, Umeå University Responsible course instructor
Phone/work: +46 90 786 61 06, mobile: +46 76 800 35 38 E-mail: [email protected]
The spring version of the course “Democracy, Human Rights, and Gender – Global
Perspectives in Education” is given as an on-line version and campus course week 18-22.
This course is a bit different from many other courses. It is more like a reading course and the writing part of it is mainly a conversation with your own understanding of the books (and chapters in two of the reading literature) and a conversation with other participants through the dialogue café icon (coming soon).
The participants will be divided in mixed groups (the participants comes from many different countries) called “Block Letter Groups” (A to D). And then divided within group A, to 5 basic groups (A1 – A5). It is within these basic groups you will discuss the tasks that is connected to the 5 main books. The sixth task is to write a shorter essay on a chosen subject (the in-depth issues). There are many books in the In-depth issues that I have presented in the syllabus. It is not the meaning to read all these, more to see these as a suggestion to find your own way through the core issue that you have chosen. Of course it is good if you find
scientific articles or books by yourself.
The main books are written by Dahl, Benhabib, Young, Donnelly and Pogge. To each of these books there is a “Dialogue Café” in every sub-groups, where discussions are one important part. After you have done that, than you have the possibility to improve your own written assignment, which you lay in the final assignment-box (there is one in each of the 6 assignment). This is the only blocked box in this course ... you, as a students, can put your own text there... let it be read carefully before you do that! Course the only one who can see these text are the teachers ... no one else, not even you who just dropped your text in the box. Comments on your text are done by the responsible teacher over the course. The writing assignments are a bit different for each of the books.
The participants will be offered voluntary physical meetings at Umeå University during March – when we have two visiting lectures from South Africa, University of Fort Hare – These opportunities will be announced later, and of course during week 18-22, when the campus version is running. You find that course schedule at;
http://www.svshv.umu.se/utbildning/indexv10.htm.
We have the possibility to co-operate with the Pedagogical department at Umeå University. Our course will be inside their Moodle platform, easy to use for students (and teachers). The participants just need to login on that ... (more information comes soon).
The course consists of three parts:
I Democracy- theory, practice, and challenges (week 3-9) II Human rights – universality and social justice (week 10-17) III In-depth issues. (week 18 - 22)
If you send in your assignment later than the schedules …. you are in trouble! You need to arrange your studies so that you will manage in time to be ready with all tasks.
To succeed the course it is required that all compulsory parts are passed. In order to receive the highest mark, pass with distinction, the student must have received pass with distinction on two of the three parts. The course results are defined by the examination’s overall assessment of the student’s learning outcomes.
For receiving “pass with distinction” you must be able to use scientific critical methods and be able to independently analyse, evaluate and discuss the reading literature and your own writing.
Cheating and plagiarism – see Umeå Universities web pages:
http://www8.umu.se/umu/eng/current/umu-stdt/cheating_and_plagiarism.pdf
Important information for non-Swedish students/exchange students
Regarding the grades it is important to note that you will be graded according to the Swedish and/or the Bologna systems. Accreditation of these grades is the responsibility of your home universities and thus not anything the Department in Teacher Education in Swedish and Social Sciences will be involved in. If you want more information, please contact the International Office at Umeå University.
I Democracy- theory, practice, and challenges
(week 36-40)
Dahl, Robert A. (2000). On democracy, New Haven & London: Yale University Press, 199 p Robert A Dahl is the Sterling Professor emeritus of political science at Yale University, New York. He was awarded with the Johan Skytte Prize in Political Science (Uppsala University) in 1995.
Dahl represents a classical view on liberal democracy, that has been called “empirical theory of democracy” or “pluralism”. Regular elections and political competition between parties, groups and individuals is in focus for this theory of democracy. Dahl has been writing many books since the early 1950’s. In 1989 he published “Democracy and Its Critics” – a book widely used in many university courses worldwide.
Content: ON DEMOCRACY by Robert A Dahl 1. The beginning
Where and How Did Democracy Develop? A Brief History What Lies Ahead?
2. Ideal democracy
What is Democracy? Why Democracy?
Why Political Equality I? Intrinsic Equality Why Political Equality II? Civic Competence
3. Actual democracy
What Political Institutions Does Large-Scale Democracy Require?
Democracy on Different Scales, Constitutions, Parties
4. Conditions favorable and unfavorable
What Conditions Favor Democracy?
Why Market-capitalism Favors/ Harms Democracy? The Unfinished Journey
R A Dahl’s historical reconstruction and reflections ( he is considered as one of the most influential and respected political scientist after the WW II) and his preference for “pluralistic democracy” (liberal democratic state with market economy, where political parties compete over the power) - does it leave any marks in his book? (Does his
preferences influence in any way his historical reconstruction of the past and on his view on contemporary societies, and our globalized world?)
Assignment
The last pages – chapter 15 – is named “The Unfinished Journey”. There Dahl briefly describes four challenges for the future of democratic societies. They are: The economic order, Internationalization, Cultural diversity and Civic education. Write a one page (about 350-400 words) comment on each of these four challenges and use, among other readings, Dahl’s earlier chapters in his book.
Democracy is one of the biggest issues in today’s globalized world. It seems to be a one-way-road to success. At least it has been describe as such by many.
20th-21st Century – The Age of Democracy
1900 No country with a democratic political system
2000 119 countries are democratic countries out of 191 countries 2001 DEMOCRACY today both a way of governing a country, but also and equal important “a way of living”
1989 WE ARE ALL DEMOCRATS! The End of History (F Fukuyama)
The Clash of Civilisations (S Huntington) 2001 The holy global war on terror (Bush) Illegal enemy combatants! (Bush) Illiberal democracy! (F Zakaria)
“ No substantial famine has ever occurred in any independent country with a democratic form of government and a relative free press.” (A Sen, Development and Freedom, 1999,p 152)
The Dark side of Democracy …
Violence has nowadays become each man’s liberty and property (not only the state) this is what is behind the veil of terror … and some old democratic states response to this is to reduce or ignore the core of liberty and human rights for all persons.
Suggested readings
Dahl, Robert A (1989) Democracy and Its Critics, New Haven: Yale University Press Held, David (1987) Models of Democracy (2nd Ed) Polity Press
Keane, John (2004) Violence and Democracy, Oxford: Oxford University Press
Putnamn, Robert (2001) Bowling Alone: the collapse and revival of American community, London: Simon&Schuster
Rawls, John (1996) Political Liberalism (rev ed), New York: Columbia University Press Rostböll, Christian F. (2008) Deliberative freedom. Deliberative Democracy as Critical Theory, New York: State University of New York Press
Santos, Boaventura de Sousa (2007) Democratizing democracy. Beyond the liberal democratic canon, New York: Versio
Sen, Amartaya (1999) Development as Freedom, New York: Knopf
Zakaria, Fared (2007) The Future of Freedom: Illiberal Democracy at Home and Abroad, Rev ed, New York: W.W. Norton
Benhabib, Seyla, (2007) Another Cosmopolitanism, with Jeremy Waldron, Bonnie Honig, & Will Kymlicka, ed. Robert Post, Oxford: Oxford University Press, 177
Seyla Benhabib is Professor of Political Science and Philosophy at Yale University, and director of the university program in Ethics, Politics, and Economics and a well-known contemporary philosopher. In her works she combines critical theory with feminist theory. In
Situating the self: gender, community, and postmordernism in contemporary ethics, 1992, she positioned herself as a crucial moral philosopher by criticising and developing the discourse ethics, or communicative ethics, originally formulated by Jürgen Habermas. The works of Hannah Arendt have been of importance for Benhabib. She is also deeply inspired by
Immanuel Kant’s philosophical works, among other Kant’s Perpetual peace, not the least when formulating her cosmopolitan view. In this view the rights as citizens of each an every individual are crucial, where Benhabib struggles with the tensions that not the least women and immigrants pose to traditional understandings of citizenship.
Benhabib’s model for a modern democratic state is a liberal democracy with strong
deliberative and discursive multicultural rooms including a weak pluralistic law praxis, based on 1) egalitarian reciprocity 2) voluntary self-ascription and 3) freedom of exit and
association, all imbedded in a world with porous borders. And now - time to read her!
Assignment
1. Describe how you understand that Benhabib’s argument carries in relation to her three dialogue partners! Does she convince? If yes, why? If no, why not?
2. Compare the positions of Iris Marion Young in the texts read by her and Seyla Benhabib in this book! What differences and similarities do you find? Which of the two of them attracts you more with their thinking? Why, give reasons!
Suggested readings
Benhabib, Seyla (1992) Situating the self: gender, community, and postmordernism in contemporary ethics, New York: Routledge
Benhabib, Seyla (ed) (1996) Democracy and Difference, Princeton: Princeton University Press
Benhabib, Seyla (2002) The Claims of Culture. Equality and Diversity in the Global Era, Princeton University Press
Kymlicka, Will (1995) Multicultural Citizenship: a liberal theory of minority rights , Oxford: Oxford University Press
Parekh, Bhikhu (2008) A New Politics of Identity. Political Principles for an Interdependent World, Basingstoke: Palgrave Macmillan
Young, Iris Marion. (1997) Gender as Seriality, in Intersecting Voices. Dilemmas of Gender, Political Philosophy and Policy, Princeton, New Jersey: Princeton University Press, p 12-37 Young, Iris Marion (2000) Inclusion and Democracy, Oxford: Oxford University Press. Chapter 1, p 16-51
Iris Marion Young (1949-2006) was Professor of Political Science at the University of
Chicago, USA. She has written several books in the fields of contemporary theories of justice, democracy and difference, feminist political theory, continental political theory, ethics and
international affairs, and gender. Crucial in understanding her work is that she already in
Justice and the Politics of Difference (1990) discusses the issues of how groups like women, gays and lesbians, peoples of colour and e.g. those discriminated because of age etc are to have access to the goods of the society, not only in economic terms, but also to be free to articulate their views and have access to non-material goods like power and influence. In her further writings, before her untimely death, she dealt with issues like the inclusion of the marginalised and international injustice.
Chapter I: “Gender as Seriality. Thinking about Women as asocial Collective” (p 12-37), in Intersecting Voices. Dilemmas of Gender Political Philosophy, and Policy
by I M Young
In this text Young struggles with the question how women (but indirectly also how other groups) can be understood as political collectives. How much of a common identity is necessary for an individual to be part of a political collective? Or, is a common identity necessary? Can a political collective be understood in any other way? How much or what holds a group together?
Chapter 1: “Democracy and Justice” (p 16 – 51) in Inclusion and Democracy by I M Young
In the first chapter of this book Young combines thoughts from her earlier writings; issues of justice for groups marginalised in relation to democracy, or rather here two models of democracy. How can groups that have been discriminated against find space within democracy? What are the needs and what are limits for this to take place?
Assignment on the two chapters by I M Young
1. On Gender as Seriality: What is the solution to the thinking about women as a
political collective that Young proposes? What advantages/disadvantages can you see to it?
2. On Democracy and Justice: What do you regard to be Young’s main point in relation to her discussion on democracy?
Suggested readings:
Dryzek, John (2006) Deliberative global politics: discourse and democracy in a divided world, Cambridge: Polity
Okin, Susan Moller (1999) Is multiculturalism bad for women? Princeton, NJ: Princeton University Press
Young, Iris M. (1990) Justice and the Politics of Difference, Princeton: Princeton University Press
Young, Iris M. (1997) Intersecting Voices. Dilemmas of Gender, Political Philosophy and Polity , Princeton, New Jersey: Princeton University Press
II Human rights – universality and social justice
(week 41-48)
Donnelly, Jack (2003) Universal human rights in theory & practice, 2nd edition, Ithic and London: Connell University Press, 250 p
Jack Donnelly is Andrew Mellon Professor in the Graduate School of International Studies, University of Denver. He has written several books and articles on Human Rights, especially in the e-journal Human Rights Quarterly.
“In a thoroughly revised edition of Universal Human Rights in Theory and Practice … Jack Donnelly elaborates a theory of human rights, addresses arguments of cultural relativism, and explores the efficacy of bilateral and multilateral international action. Entirely new chapters address prominent post-Cold War issues including humanitarian intervention, democracy and human rights, ‘Asian values’, group rights, and discrimination against sexual minorities.”
Content: Universal human rights in theory & practice by Jack Donnelly Part 1. Toward a Theory of Universal Human Rights
- The concept of human rights
- The universal declaration model
- Equal concern and respect
Part II. Cultural Relativism and International Human Rights
- Markets, States, and “the West”
- Non-western conceptions of human rights
- Cultural relativism and universal human rights
- Human rights and “Asian values”
Part III. Human Rights and International Action - International human rights regimes - Human rights and foreign policy - The priority of National action
Part IV. Essays on Contemporary Theory and Practice - Democracy, development, and human rights - Group rights and human rights
- Non-discrimination for all: the case of sexual minorities - Genocide and humanitarian intervention
The reader ought to start with reading the main articles of UDHR from 1948, from the UN website:http://www.un.org/Overview/rights.html#a20. These 30 articles have been one of the most discussed items during the last 15-20 years.
Assignment
Once again we make the four parts (part I-IV) of the book a guideline for our reading. Try to summarize each part on 2 pages (of what you consider to be the core issues that Donnelly is writing about) and write two questions at the end of each part that you want to discuss with the other online-study groups.
Make all your readings simple and joyful, based on the fundamental questions: - What is?
- What ought to be?
Suggested readings
Baxi, Upendra (2009) The Future of Human Rights, 3rd Ed, Oxford: Oxford University Press Charvet, Hohn & Kaczynska-nay, Elisa (2008) The Liberal Project and Human Rights. The Theory and Practice of a New World Order, Cambridge: Cambridge University Press Goodhart, Michael (2009) Human rights. Politics & practice, Oxford University Press Haas, Michael (2008) International Human Rights. A Comprehensive Introduction, New York, London: Routledge
Mertus, Julie A. (2004) Bait and Switch. Human Rights and U.S. Foreign Policy, New York, London: Routledge
Normand, Roger & Zaidi, Sara (2008) Human Rights and the UN. The Political History of Universal Justice. United Nations Intellectual History Project Series, Bloomington, Indianapolis: Indiana University Press
William Twining (Eds)(2009, 31Oktober) Human Rights, Southern Voices. Francis Deng, Abdullahi An-Na’im, Yas Ghai and Upendra Baxi, Cambridge: Cambridge University Press,
Pogge, Thomas, (2008) World Poverty and Human Rights. Cosmopolitan Responsibilities and Reforms, 2nd edition, Cambridge and Malden: Polity Press, 264 p
Thomas Winfried Menko Pogge, at present Leitner Professor of Philosophy and International Affairs at Yale University. Professor Pogge has written books and articles about Raws, Kant, cosmopolitanism and during the last years ha has focused on extreme poverty, and in that work also together with UNESCO (The project is called Ethical and Human Rights Dimensions of Poverty: Towards a New Paradigm in the Fight Against Poverty).
World Poverty and Human Rights is one of the best books on global justice. Pogge stresses the importance that the global rich has a duty to reduce/get rid of global poverty “primarily because they have violated the negative duty not to contribute to the imposition of a global institutional order that foreseeable and avoidably renders the basic socioeconomic rights of other human beings unfulfilled, and not because the must honour a positive duty to help others in need when they can at little cost to themselves”.
During the last years Thomas Pogge has been involved in establishing a Health Impact Fund (together with the University of Calgary economist Aidan Hollis). In his book World Poverty and Human Rights he puts forward ideas about changing the existing global economic order so it can be ethically defensible – the present situation is indefensible:
“Some 2.5 billion human beings live in severe poverty, deprived of such essentials as
adequate nutrition, safe drinking water, basic sanitation, adequate shelter, literacy, and basic health care. One-third of all human deaths are from poverty-related causes: 18 million annually, including over 10 million children under five.
However huge in human terms, the world poverty problem is tiny economically. Just 1 percent of the national incomes of the high-income countries would suffice to end severe poverty worldwide. Yes, these countries, unwilling to bear an opportunity cost of this
magnitude, continue to impose a grievously unjust global institutional order that foreseeable and avoidably perpetuates the catastrophe. Most citizens of affluent countries believe that we are doing nothing wrong.
Thomas Pogge seeks to explain how this belief is sustained. He analyses how our moral and economic theorizing and our global economic order have adapted to make us appear
disconnected from massive poverty abroad. Dispelling the illusion, he also offers a modest, widely sharable standard of global economic justice and makes detailed, realistic proposals toward fulfilling it.”
Content: World Poverty and Human Rights. Cosmopolitan Responsibilities and Reforms by Thomas Pogge
General Introduction
1 Human Flourishing and Universal Justice 2 How Should Human Rights be Conceived? 3 Loopholes in Moralities
4 Moral Universalism and Global Economic Justice 5 Bounds of Nationalism
6 Achieving Democracy
7 Cosmopolitanism and Sovereignty
8 Eradicating Systemic Poverty: Brief for Global Resources Dividend 9 Pharmaceutical Innovation: Must We Exclude the Poor?
Last Words …
In UN Millennium Declaration of September 2000 , the states of the world community declared that they would
“… spare no effort to free our fellow men, women and children from the abject and dehumanizing conditions of extreme poverty, to which more than a billion of them are currently subjected”.
The eight millennium development goals (MDG) – that the world should really have changed to the better in 2015, has been a hot issue for many years, but seems to have fallen asleep after 2005. This is something that really concerns Thomas Pogge a great deal and he has focused on world poverty and the especially on the severe poor. Pogges book is , in our Opinion, one of the most important books written in recent years on global justice. To study this book hard, the reading of it, needs a concentrated reader with a critical pen in the hand, and it surely will be worth the time and strength when the reader gain and feels empowered. In this sense – the End is the Beginning …
Assignment
Write down to each of the nine chapters two statements. One statement that you can agree
with Pogge on, and one that you disagree on. After stating that you agree or disagree you put forward your arguments in support of these statements … When you are finished with this part of the assignment, please attached your answers in “the Black Box” that will appear in the virtual classroom later on. The exact date will be announced later.
Suggested readings
Banik, Dan (Ed) (2008) Rights and Legal Empowerment in Eradicating Poverty, Farnham, England: Ashgate Publisher
Pogge, Thomas (Ed) (2007) Freedom from Poverty as a Human Rights. Who Owes What to the Very Poor? UNESCO, New York: Oxford University Press
Salomon, Margot E (2007) Global responsibility for human right. World poverty and the development of international law, Oxford: Oxford University Press
Singer, Peter (2009) The Life You Can Save: Acting Now to End World Poverty, New York: Random House
Townsend, Peter & Gordon, Bristol (Ed) (2002) World Poverty: New Policies to Defeat an Old Enemy, Bristol: The Polity Press
The 4th dimension in
Democracy, Human Rights and Gender
-
Global Perspectives in Education.
When the course is given at campus, these issues will be brought up by the lecturer during the compulsory seminar activities through out the entire course. For the on-line course this is not possible. There is no or little time for this, because of the intense readings of the ordinary books. Anyhow – this is something that all students can think and reflect about, and maybe include notes, ideas or questions to the ordinary assignments.
Readings
Compton, Mary & Weiner, Lois(ed) (2008) The global assault on teaching, teachers, and their unions. Stories for resistance, New York: Palgrave Macmillan
Donders, Yvonne & Volodin, Vladimir (2007) Human Rights in Education, Science and Culture. Legal developments and challenges, UNESCO and Ashgate
Hill, Dave & Kumar, Ravi (ed) (2009) Global Neoliberalism and Education and its Consequences, New York, London: Routledge
Suáres-Orozo, Marcelo M. (ed) (2007) Learning in the Global Era. International perspectives on globalization and education, Berkeley, Los Angeles, London: University of California Press
Routledge Studies in Education and Neoliberalism, ed by Dave Hill , University of Northamton, UK
Hill, Dave (ed) The Rich World and the Impoverishment of Education. Diminishing Democracy, Equity and Workers´ Right
Hill, Dave (ed) Contesting Neoliberal Education. Public Resistance and Collective Advance
Hill, Dave & Kumar, Ravi (ed) Global Neoliberalism and Education and its Consequences
Hill, Dave & Rosskam, Ellen (ed) The Developing World and State Education. Neoliberal Depredation and Egalitarian Alternatives
III In-depth issues.
(week 49/2009 - 2/2010)
We hope that the readings that you have done during earlier part of the course, and the discussions that you have been involved in on-line, could make the last task/assignment equal refreshing as the earlier parts. That consists of writing a small report – about 4000 words (or 8 pages) on one of the “In-depth-issues” that you find below. The report shall have an analyzing and argumentative core. A good start is a (research) question within the seven fields below that you try to answer. Use either Harvard or the Oxford system in your report concerning quotations and references. These scientific tools are more closely described in appendix 1 and 2. Of course you can use the rich flora of e-journals that Umeå University Library has links to. The library has one of the best collections of modern books concerning human rights, only the Raul Wallenberg Institute at Lund University is two steps ahead. Please send in your text to “the Essay box” that will appear in the virtual class room later on. The spring semester of 2009 end the 7th of June, and that will also be the date when you must send in your report.
Readings:
One of the following in-depth-study themes:
1. Neo-colonialism? China in Africa today
Davies, Penny: China and the end of poverty? Towards mutual benefit?www.diakonia.se
http://www.diakonia.se/documents/public/NEWS/China_and_the_end_of_poverty_in_Africa _2.pdf
Resource:
Pereenboom, Randall (2007) China modernizes. Threat to the West or model for the rest?
Oxford: Oxford University Press, 406 p.
Taylor,Ian (2009) China’s new role in Africa, Boulder: Lynne Reinner Publisher, 227 p
2. Understanding Conflicting Contexts – “The War on Terror”
Wolf, Naomi (2007) The End of America. Letter of warning to a young patriot, Chelsea Green Publishing Company, 150 p
Resource:
Farer, Tom (2008) Confronting Global Terrorism and American NEO-Conservatism. The Framework of a Liberal Grand Strategy, Oxford: Oxford University Press, 250 p Furedi, Frank (2007) Invitation to Terror. The Expanding Empire of the Unknown London:
Continuum, 199 p
Mayer, Jane (2008) The Dark Side. The Inside Story of How the War on Terror Turned into a War on American Ideals, New York, London: Doubleday, 335 p
Stiglitz, Joseph E. & Bilmes, Linda, J. (2008) The three trillion dollar war. The true cost of the Iraq conflict, London: Allen Lane, 231 p
3. Democracy, Inclusion and Intercultural education – minorities and their inclusion
Parekh, Bhikhu (2008) A New Politics of Identity. Political Principles for an Interdependent World, Chapter 1-4, and 12-13, New York: Palgrave Macmillan, 111 p
Resources:
Biesta, Gert J.J. (2006) Beyond learning. Democratic education for a human future, Boulder: Paradigm Publishers
McGhee, Derek (2008) The End of Multiculturalism? Terrorism, integration and human rights, Birkshire: Open University Press147 p
Narayan, Uma & Harding, Sandra, eds. (2000). Decentering the Center. Philosophy for a Multicultural, Postcolonial, and Feminist World. Bloomington: Indiana University Press Odora Hoppers, Catherine, ed. (2002) Indigenous Knowledge and the Integration of
Knowledge Systems. Towards a Philosophy of Articulation, Pretoria: University of Pretoria. Roth, Klas & Nicholas C. Burbules (Eds) Changing Notions of Citizenship Education in
Contemporary Nation-states, Rotterdam: Sense Publisher, 150 p
Young, Iris Marion (2000) Inclusion and Democracy, Oxford: Oxford University Press.
4. The Human Capabilities Approach to Development – What does it mean in education?
Nussbaum, Martha C. (2002) Capabilities as Fundamental Entitlements: Sen and Social Justice, paper presented at a conference on Sen’s work at London School of Economics (LSE) on March 13th, 2002, 27 p
Resources:
Nussbaum, Martha C. (1999) Sex and Social Justice. Oxford: Oxford University Press Pogge, Thomas W. (2003) Can the Capability Approach Be Justified?
p 69 access at http://www.etikk.no/globaljustice
Sen, Amartya (2007) Identity and Violence, London: Penguin
5. History, Memory and Reconciliation – Understanding historical processes and their relation to learning
Stolten, Hans Erik, ed. (2007) History Making and Present Day Politics. The Meaning of Collective Memory in South Africa, Uppsala: Nordiska Afrikainstitutet,
Resources:
Ambrosio, Thomas (2009) Authoritarian Backlash: Russian Resistance to Democratization in the Former Sovjet Union, Ashgate, 256 p
Fitzpatrick, Sheila (2005) Tear Off the Masks! Identity and Imposture in Twentieth-Century Russia, New Jersey, Oxfordshire: Princeton University Press
Kelly, Donald R. (ed) (2003) After Communism. Perspectives on Democracy,
Fayetteville: University of Arkansas Press
Sarkisova, Oksana & Apor, Péter (ed) (2008) Past for the eyes: East European representations of communism in cinema and museums after 1989,
Budapest: Central European University Press,
6. Neo-liberalism and its effect on education
Davies, Bronwyn & Bansel, Peter (2007) Neo-liberalism and Education, in International Journal of Qualitative Studies in Education, 20:3, p 247-259.
Davies, Bronwyn & Sue Saltmarsch (2007) Gender economies: literacy and the gendered production of neo-liberal subjectivities, in Gender and Education, 19:1, p 1-20. Resources:
Compton, Mary & Weiner, Lois (Ed) (2008) The global assault on teaching, teachers, and their unions: Stories for resistance, New York: Palgrave Macmillan
Harvey, David (2005) A brief history of neo-liberalism Oxford: Oxford University Press, 206 p
Hyslop-Margison, Emery J. & Sears, Alan M. (2006) Neo-liberalism, Globalisation, and Human Capital Learning. Reclaiming education for democratic citizenship, Dordrecht: Springer, 164 p
Johansson, Jonna (2007) Learning to be(come) a good European. A critical analysis of the official European Union Discourse on European Identity and Higher Education, Linköping University: Dept. of Management and Engineering, 356 p.
7. Critical voices on human rights
Mutua, M. (2001) Savages, victims, and saviours: The metaphor of human rights, in Harvard International Law Journal, Winter 2001, 34 p
http://www.law.buffalo.edu/Faculty_And_Staff/submenu/MutuaM/articles.asp Resources:
Bell, D. A. (2006) Beyond Liberal Democracy, Princeton: Princeton University Press Gearty, Conor (2006, Can Human Rights Survive? Cambridge: Cambridge University Press,
150 p
Kennedy, D. (2004) The Dark Sides of Virtue. Reassessing International Humanitarianism,
Princeton: Princeton University Press.
Merry, Sally Engle (2006) Human rights and gender violence. Translating international law into local justice, Chicago & London: The University of Chicago Press.
Appendix 1
The Harvard Method (from Stanford Encyclopaedia of Philosophy) This method involves giving the reference information within parentheses at the pertinent place in the main body of the text. The information is always given in the same order: last name, year of publication, page reference.
Example: ‘It has been argued that nationalism should primarily be considered a category of practice, rather than a category of analysis (Brubaker 1996: 7).’
If the author’s name is already mentioned in the text clearly associated with the cited material, you need only give the date and page reference. Example: ‘ Rogers Brubaker argues that nationalism should not be considered a ‘force’ to be measured, but rather a heterogeneous set of ‘nation’-oriented idioms, practices and possibilities continuously available in modern cultural and political life (1996: 10).’
If you are drawing on a whole section of a book you make this clear: Example: (Brubaker 1996: 11–25).
If, for some reason, a precise page reference is not relevant, name and date is sufficient.
When using the Harvard Method, supplying a separate list of ‘References’ at the back of the essay is absolutely essential. This list presents the references used in the paper in alphabetical order (going by the last name of the author). The Swedish letters Å,Ä,Ö are classified under A and O, respectively. The reference list provides more precise information about the source:
• author’s last name, first name (or initials, but be consistent) • date of publication
• title (underlined or in italics) • edition number (if relevant)
• place of publication (usually publisher’s main editorial office) • publisher
• pages (if an article or limited extract), preceded by ‘pp.’ (‘pages’). Example: Brubaker, R. (1996), Nationalism Reframed: Nationhood and the National Question in the New Europe, Cambridge: Cambridge University Press.
If you have referred to more than one work by the same author, then you do not need to repeat the author’s name in the new entry. Indicate what you have done by replacing it with a long dash followed by a full stop, or by simply indenting the next entry:
Brubaker, R. (1992), Citizenship and Nationhood in France and Germany, Cambridge: Mass., Harvard University Press.
(1996), Nationalism Reframed: Nationhood and the National Question in the New Europe, Cambridge: Cambridge University Press.
When referring to an article in a journal, the article’s title is put in quotation marks and the journal is either underlined or set in italics. You will have to give the volume number (and issue number, if applicable) of the journal as well as page references.
Example: Calhoun, C. (1993), “Nationalism and Ethnicity”, Annual Review of Sociology, vol.19, pp. 211-39.
If the article cited is out of an anthology, you must also name the
editor(s). Note that the editor’s name is given the right way around, with last name last, followed by ‘(ed.)’:
Example: Calhoun, C. (1991), “The Problem of Identity in Collective Action” in J. Huber (ed.) Macro-Micro Linkages in Sociology, Newbury Park, Calif.: Sage, pp. 51-75.
Interviews:
If you wish to refer to an interview you have conducted yourself, list it under the name of the person you interviewed. Further information required is the interview type and the date it took place and, if relevant, where it took place.
• reference list: Smith, J. (1999). Telephone interview by author, 14 July.
• reference: (Smith 1999)
Appendix 2
The Oxford Method (from Stanford Encyclopaedia of Philosophy) In the Oxford Method, the author gives all the biographical information in a footnote at the bottom of the page.2 These notes sometimes appear as ‘endnotes’ in a list at the end of the paper or article instead. The Oxford Method initially presents the same information as is presented in the Harvard Method’s Reference List. Note, however, that many of the details have been shuffled around. The information about a book is given in the following order:
• author (NB: first then last name, both in full) • title
• place of publication • publisher
• year of publication (NB: the preceding three details in parentheses) • page reference (if relevant), no ‘pp.’
When a reference has already been given once, subsequent references to the same work will be abbreviated.3 When referring to a journal article you give the same information as in the Harvard Method, but again, note the name order and where the year of publication comes.4
The following abbreviations can be handy when writing reference notes: • Ibid. (ibidem, ‘in the aforementioned place’): This refers to the work cited in the immediately preceding note. It can either be used on its own, indicating that everything in the new note is exactly the same, or with new page numbers.5
• Op. cit. (opere citato, ‘in the work cited’) and loc. cit. (loco citato, ‘in the place cited’) can both be used to stand in the place of the title of a book that has already been cited.6
Because all of the biographical detail already has been given in the
footnotes accompanying the text, a Reference List is not formally required in a work written in the Oxford system. This is sometimes regarded as one of the disadvantages of the method. Many readers find it frustrating to hunt back through pages of text to find the initial, full reference for a work
they only started to find interesting later in the paper. This is especially
1 The following section follows the 14th edition of The Chicago Manual of Style’s criteria for the Oxford Method”, pp. 487-635.
2 Example: Rogers Brubaker, Nationalism Reframed: Nationhood and the National Question in the New Europe (Cambridge: Cambridge University Press, 1996), 65. 3 Example: Brubaker, 12. (If more than one work by the author is being used in the same text you can give a short version of the title: Brubaker, Nationalism Reframed, 12.) 4 Example: Craig Calhoun, “Nationalism and Ethnicity,” Annual Review of Sociology 19 (1993): 211-39.
5 Ibid., 215.
6 Brubaker, op. cit., 216.
Frustrating if you do not even have the title of the work to go on, but merely a miserly op. cit. instead.
Interviews:
If you wish to refer to an interview you have conducted yourself, list it under the name of the person you interviewed. Further information required is the interview type and the date it took place and, if relevant, where it took place.
• reference list: Smith, J., personal interview by author, 14 July 1999, Uppsala.
• note reference: J. Smith, personal interview by author, 14 July 1999, Uppsala.
