The Nature of the Political Reconsidered

I present an immanent, and explanatory, critique of reflections on the nature of politics and of power within political science. I argue that these reflections are problematic, to the extent that they presuppose an actualist conception of the political, and that this is generated by an empiricist way of thinking on the one hand and a constructivist way of thinking on the other. I show how re‐defining politics, power, and the political on the basis of a dialectical critical realist ontology resolves these problems and, thereby, allows us to understand the conditions for social change and the relationship between the political and the economic. My argument has two, important implications: first, that the proposal that those who study politics professionally should celebrate philosophical diversity is dangerous–at least if it makes it difficult to sustain a distinct, emancipatory form of political inquiry; and, second, that the nature of social reality justifies the need both for specialized forms of inquiry, such as politics and economics, and integrative forms of inquiry, such as political economy.     

Complexity: Some Remarks about a Classical Aesthetic Concept

The connection between autonomous art and complexity has been extensively and deeply studied in literary theories in the 20th century. The rise of aesthetic autonomy implies the complexity of literary work as the concept of a sealed container arises from the relationship between the parts that make it up. In this model, the interpretation subject works to directly face literary texts. Instead of pursuing the author’s intention, it aims to reproduce the richness and subtlety of the aesthetic state, and consider the richness and subtlety revealed in the maximum amount of text details in literary works, even if procedurally deviating from the way of mainstream understanding. There is increasing skepticism about the consequences of the autonomous aesthetics, which has been coerced by the development of contemporary capitalism, and it is necessary to develop new forms of aesthetics to reflect the changing social situation.     

Thinking through tragedy: critical distance and the law of genre

Abstract

This article focuses on two problems associated with tragedy. One ancient: what is it that draws us to the dramatic presentation of events of terrible suffering and loss? And one modern: namely, that while tragedies are still performed and appreciated, little new tragedy is being written. It will be argued in relation to the second problem that the vitality of tragedy as a dramatic form requires a less rigid approach to what might be considered tragic. And in relation to the first problem it will be argued that this more expansive conception of tragedy will allow an understanding of the ‘pay-off’ of tragedy in a way that draws both on the tradition that focuses on tragedy as cathartic therapeutic, and on the tradition that sees it as a thought laboratory that allows ethical dilemmas to be posed and explored from different perspectives. This argument constitutes a two-fold dialectical synthesis (emotional and intellectual approaches to tragedy on the one hand and the technical and popular use of the word ‘tragedy’ on the other) and the effect of this is to facilitate an understanding of tragedy as establishing a ‘critical distance’ that sets the scene for the possibility of thinking.     

Becoming a Race-Conscious Social Studies Teacher: The Influence of Personal and Professional Experiences

In this interpretive case study the researchers examined the beliefs of 13 self-identifying race-conscious secondary social studies teachers from diverse racial or ethnic, gender, and school-context backgrounds. The researchers found that the teachers' beliefs and views of practice were generally aligned with the main assertions of critical race theory. The teachers described their personal and professional experiences as a major influence on their race-conscious beliefs and views of practice. Moreover, teachers in diverse contexts described having to learn how to navigate the different racial experiences of the students in their classrooms, while teachers in racially segregated contexts (predominately White, Black, or Latino) emphasized the importance of teaching their students about others. Finally, despite the teachers' regular integration of race-related issues into their required and elective courses, they expressed a desire to have more opportunities to teach about race.     

Creativity in social work education and practice: reflections on a Survivor Arts Project

This article, written by survivor artists, practitioners and academics (each moving between these different identities and associated voices), will explore a creative arts approach to social work (SW) education within the context of service user and carer involvement. In addition to building upon a developing literature base, the writers will draw upon their own experience and the experience of other service user and carer contributors as well as student and practitioner feedback. In doing so, this article will seek to analyse some of the ways the creative arts can be harnessed as a tool for a more radical, creative and critical approach to professional education and how this in turn can help develop more empathic, critically self-reflective and creative (in the broadest sense of the word) practitioners. In critiquing the more traditional service user and carer involvement approach, this article will attempt to show how the more innovative approach of the Survivor Arts Project can move us beyond an arguably more limiting ‘expertise through experience’ model. In outlining an emancipatory model which recognises the relevance of lived experience and places this within the context of survivor movements, focusing also on the skills and insights survivors bring to SW education, this article will detail the ways we can work towards developing a more vibrant and dynamic learning environment which values our life stories and recognises our strengths as well as the many different and overlapping identities which place us along a continuum that connects our lives and informs our practice.     

Standing up to complexity: researching moral panics in social work

Moral panics are central to social work policy and practice. Voluntary agencies and statutory bodies (including governments) create and sustain moral panics in order to raise awareness of, and win support for, their own understandings of social issues and problems. This is not a neutral enterprise; on the contrary, moral panics often have consequences that are negative, whether intended or unintended. Far from leading to greater social justice and a more equal society, they may reinforce stereotypes and lead to fearful, risk-averse practice. This paper discusses one such moral panic in 2013 that centred on the story of ‘Maria’, a Bulgarian Roma child living in Greece. The paper explores the meaning and use of the concept of moral panic before unpacking this case-study example in more detail. We argue that the moral panic over ‘Maria’ has much to tell us about ideas of welfare and protection, institutional racism and children and childhood, as well as the connections between ‘private troubles’ and ‘public issues’. We conclude that social work as a profession must stand up to complexity, and in doing so, be aware of its own role in relation to moral panics.     

Narratives from the neighbourhood: The discursive construction of integration problems in talkback radio1

This paper examines how speakers deploy narrative devices in talking about Sudanese refugees. Particularly, we show how narrative constructions form an important basis for the advancement of accounts about integration problems into the local polity. We analyse talkback ‘phone‐in’ calls to a local Adelaide radio station that provide callers an opportunity to give accounts of events and social phenomena that concern them in their local settings. Analysis shows that speakers regularly deployed narrative constructions, first‐hand ‘witnessing’ devices that functioned to legitimate accounts as veridical versions of events, and contrast devices to explicate the moral and behavioural aberrance of Sudanese refugees. The analysis illustrates how these discursive devices function rhetorically in interaction, in ways that differentiate Sudanese refugees as problematic. Through this analysis, we contend that narrative devices precipitate and bolster socio‐political policies that have serious, negative consequences for Sudanese refugees.     

One week in October: Luis Suárez,John Terry and the turn to racial neoliberalism in English men’s professional football

This article explores two significant incidents of racism – involving Luis Suárez and John Terry – from the 2011–2012 English Premier League football season. In particular, it analyses and contextualises the reactions and responses articulated by key stakeholders within the football industry. Discursive themes were employed by these individuals as a means of trying to mitigate and/or exonerate the actions of Suárez and Terry, to question the veracity of the allegations made against them, and to downplay the extent and effects of racism in English football more generally. The article situates these standpoints within the wider cultural politics of race in the game and extricates the connections between discourse and structure in manifestations of racism. It demonstrates that these dominant responses are indicative of colour-blind ideology, white racial framing and the rules of racial standing. It also argues that these sporting trends are part of a wider societal shift towards racial neoliberalism.     

Looking at their side of the conflict? Effects of single versus multiple perspective history teaching on Jewish and Arab adolescents’ attitude to out-group narratives and in-group responsibility

In the last decade, the issue of teaching the Palestinian perspective on the Jewish–Arab conflict in Israeli schools gave rise to considerable debate and competing curricula. A quasi-experimental study compared the effects of these competing approaches on learners’ attitudes to out-group narratives and perceived in-group responsibility (IR). A total of 176 Israeli Jewish and Arab participants were randomly allocated into teaching approaches differing in method of engagement with historical narratives (single authoritative narrative, empathetic dual narrative, and critical analysis of conflicting sources). Results revealed effects for teaching approach and majority–minority status. Engagement with a single authoritative narrative decreased interest in out-group perspectives while empathetic engagement with out-group and in-group perspectives increased it, though the effect was more pronounced for members of the Arab minority than for those of the Jewish majority. Among Jewish participants, an empathetic teaching approach led to a decrease in perceived IR while the critical approach led to the opposite outcome. The trends were inverted for Arab participants. Engagement with historical perspectives also moderated the impact of interest in out-group perspectives on acceptance of IR. Educational implications point to the harmful effects of enforcing a single narrative in conflicted societies and to the beneficial outcomes of multiple perspective teaching.