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Article

Islam and Politics in Asia  

Robert W. Hefner

Muslim politics everywhere takes varied forms, but it is especially diverse across the geographic expanse that constitutes East, South, and Southeast Asia. Although in a few areas of South Asia Muslim polities were established during the first wave of Islamic expansion in the 7th century, Islam across most of this region arrived centuries later and through channels other than military conquest. From the late 19th century onward, the spread of capitalist modes of production, the rise of nationalist movements, and the development of new social media and new traditions of learning compounded the diversity of Muslim politics. Although some varieties of Islamic reform have sought to contain or eliminate this diversity, Muslim politics across the Asian region remains highly varied. The diversity has been compounded by Muslims’ engagements with the nation-state, capitalist development, and new practices of religious learning, association, and communications.

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Education, Inequality, and Political Behavior  

Mark Bovens and Anchrit Wille

Educational level is one of the strongest factors in explaining how citizens behave in politics. Political scientists have shown time and again that the higher their level of formal education, the more people are interested in politics, the more they trust politicians, and the more they participate in politics. A strong educational gradient can be observed at almost every form of participation, and in many Western liberal democracies. Far less attention has been given to the political consequences of this gap in participation between the well- and the less-educated. In the 21st century, educational level has turned out to be a driver behind the rise of new social and political divides in Western democracies. Increasingly, education is studied separately from class or income as a source of political attitudes, political behavior, and social and political inequalities. It is a very relevant factor to understand the contours of the contemporary political landscape in consolidated Western democracies. Traditional cleavages are eroding, and rising levels of education have been creating new social groups and new political inequalities between educational groups. In many Western democracies, the well-educated have come to dominate democratic institutions. This rise of a political meritocracy has led to policy incongruences in favor of the well-educated and is a source of resentment among the lesser-educated. For example, education has been one of the main explanatory factors in the vote for Brexit, the support for Trump in the United States, and the election of Macron and the rise of the Yellow Vests movement in France.

Article

Crisis Leadership in Higher Education: Historical Overview, Organizational Considerations, and Implications  

Ralph A. Gigliotti

Colleges and universities are values-based organizations. These values help anchor an institution around a set of shared principles that, when enacted, provide guidance and stability in the pursuit of one’s mission. The realization of the tripartite mission of teaching, research, and service—and in some cases, community engagement and/or clinical excellence—hinges on the articulation, identification, and manifestation of some set of shared values. During times of stability and normalcy, the embodiment and enactment of core values may come quite naturally to the members of an organization, often with little reflection or deliberation. But amid the perilous conditions often present during periods of crisis, these values have the potential to recede from view as those with formal crisis responsibilities respond to the urgent demands of the moment. Crises, by their very nature, cause disruption, and they have the potential to threaten an organization’s core mission, purpose, or reason for existence. Within the context of higher education, the work of crisis leadership is made especially complex in light of the decentralized and loosely coupled organizational structure of colleges and universities, along with the traditions, decision making patterns, and limited opportunities for training and development that constrain institutions in responding to the complexity, urgency, and interdependent pressures characteristic of contemporary crises. Furthermore, the moral purpose of higher education, the diversity of stakeholders, and the wide range of potential crisis situations make the subject of crisis leadership in this context one of increased relevance and importance for scholars and practitioners alike.

Article

The Democratic Dividend: Public Spending and Education Under Multipartyism  

Robin Harding

A substantial body of scholarship has considered the impact of regime types on public spending and basic service provision, much of which has implications for education. While some of the theoretical and empirical conclusions from this work are globally applicable, there are also important ways in which the relationship between democracy and education may be influenced by the African context. The most useful theoretical arguments for why democracy may influence public spending, and spending on education in particular, focus on the political incentives generated by multiparty electoral competition. Related but distinct arguments focus on how this may impact in turn on education outcomes, and on why these dynamics may vary because of factors that are particularly pertinent in many African countries. These include variations in the degree of electoral competitiveness and political competition as well as in levels of economic development and ethnic fractionalization. A large body of empirical evidence investigates these various arguments, evaluating the impact of democracy on both education spending and education outcomes. Although evidence for the positive impact of democracy on education is compelling, evidence for this relationship in Africa remains limited and is hampered by limitations to data. In particular, although evidence suggests democracy may have a positive impact on access to education in Africa, there is less evidence for its impact on the quality of education. Future work should continue to address these issues while seeking to investigate sources of heterogeneity in the impact of democracy on education in Africa.

Article

Public School Policies: Discrimination, Harassment, Bullying, and Accommodations  

Sean Cahill

Discrimination, harassment, and bullying against lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) youth are a major concern. Research shows that such victimization starts early, occurring in elementary schools. Given the central role social media play in the lives of youth, cyberbullying is an increasing concern. Victimization also takes the form of sexual harassment. Anti-LGBTQ victimization can cause youth to distance themselves from the school environment both physically and emotionally, skipping school or dropping out entirely. Fighting back against victimization and other factors, such as family rejection, homelessness, and survival crimes such as shoplifting, can cause LGBTQ youth to become involved with the juvenile justice system at higher rates than their heterosexual and cisgender peers. Research also shows that victimization correlates with greater behavioral health burden, including substance use disparities, suicidal ideation, depression, self-esteem, and social integration. LGBTQ youth are more likely to feel unsafe at school, get in a fight at school, and carry a weapon to school. Victimization also negatively correlates with academic performance, and hopes and aspirations for the future, such as plans to attend college. There is limited research on the disproportionate racial/ethnic impacts of these phenomena. A number of school-based programs and policies, and public policy interventions, have been initiated to ensure equal access to public education for LGBTQ youth. These include teacher and staff training, safe school programs, gay-straight alliances, and LGBT-focused schools. Policy interventions include nondiscrimination laws and regulations at the local and state level, interpretation of federal sex discrimination laws to encompass and prohibit some forms of anti-LGBT discrimination and harassment, and Congressional bills which would outlaw sexual orientation and gender identity discrimination in public schools. Some state and federal laws, such as parental rights provisions and abstinence-only laws, inhibit educators’ and administrators’ ability promote tolerance and acceptance of LGBT youth and promote sexual health and reduce HIV/sexually transmitted infection risk. There are a number of gaps in the research on LGBT-related school policies, including how to engender better parent–child communication about LGBT identity development and sexual health and how to measure sexual behavior in an increasingly nonbinary world.

Article

Romania: Civil-Military Relations in the Modern Age  

Marian Zulean

Romania has no tradition in militarism despite its history of authoritarian regimes in 20th century. The process of modernization and democratization that started in the middle of 19th century was interrupted for about half a century by the authoritarian regime of King Carol II (1938), followed by a military dictatorship during World War II, and continued with a Communist dictatorship until 1989. The transition to democracy started in 1990 from a very low level, Ceausescu’s regime being one of the fiercest dictatorial regimes. However, Romania succeeded in building up a functional democracy and market economy with Western assistance that transformed it into a full member of the North Atlantic Treaty Organization (NATO) and the European Union (EU). One basic conditionality to the admission into NATO and the EU was putting the military under civilian control and building up democratic civil–military relations. Thus, Romania has no history of military involvement in politics. After three decades of transition, Romania implemented a complex mechanism of democratic control of the military. However, issues regarding the incomplete internalization of democratic norms of control of the military, resistance to change through the system of military education, an obsolete national security legislation, and some legacy practices related to rights abuses perpetrated by intelligence services need to be addressed in order to consider Romania a consolidated democracy.

Article

Military Learning and Evolutions in Warfare in the Modern Era  

Nathan W. Toronto

The way militaries learn has evolved over time, and the first two decades of the 21st century once again see military learning on the cusp of change. Since the start of the modern era in the early 18th century, military learning has evolved from a focus on technical, tactical skills relevant to specific combat branches to a generalized study of war and warfare that blends theory and practice. These changes have come about in response to developments in human capital, battlefield technology, and warfare, or how military forces fight. The early 21st century has witnessed a new shift in warfare, from networked warfare—in which information is synchronized across location, targeting, and precision guidance systems to find, fix, and destroy the enemy with deadly efficiency—to unconventional information warfare—in which non-state actors have access to many of the same information resources and, combined with cyber capabilities that rely on anonymity and occasional state support, negate many of the advantages of networked warfare. This portends a change in how militaries learn, to patterns of learning that can cope with a battlespace that is potentially omnipresent, where states must incorporate all elements of national power coherently in order to achieve success in war. These changes are evident not only on the battlefield, but also in military schools. The theories of Napoleonic warfare born at the dawn of the modern era seem increasingly inadequate for the realities of modern combat. This calls for the generation of new bodies of knowledge by military officers and other specialists in the field. The notion that war itself is politics conducted by other means is increasingly under threat. Likewise, curricula at military schools bear an increasing resemblance to curricula at academic civilian programs in security studies, leadership, and international relations, and more and more civilians are sitting side by side with military officers in the classroom. Since the end of World War II, the bounds of the battlefield have bled into the traditionally civilian space of information, so the study of war and warfare is no longer the unique province of the military officer. This process has accelerated in the 21st century, and a range of defense analysts, scholars, and policymakers have commented on how military forces prepare to fight.

Article

The Politics of Language Education in Africa  

Russell H. Kaschula and Michael M. Kretzer

Language policies in sub-Saharan African nations emerge out of specific political, historical, socioeconomic, and linguistic conditions. Education plays a crucial role for all spheres of language policy. Policies either upgrade or downgrade indigenous languages through their application at various educational institutions. The most significant example is the selection of the language(s) used as languages of learning and teaching at higher-education institutions. The region’s colonial history also influences the language policies of the independent African states. Language policy in Senegal is an example of a francophone country focusing on a linguistic assimilation policy in which minor reforms in favor of indigenous languages have taken place. Rwanda’s language policy is unique as the former francophone nation now uses English as an exoglossic language in a type of hybrid language policy. Botswana is an example of an anglophone country that follows a language policy that is dominated by a very close connection to the notion of nation-building through its concentration on a single language, Setswana, alongside English. Tanzania is an anglophone African country whose policy focuses on Kiswahili, which is one of the very few indigenous and endoglossic languages. Kiswahili is broadly used in Tanzanian educational institutions until the tertiary level, but its use as medium of instruction focuses on the primary level. South Africa demonstrates the very close relationship between general political decisions and language policy and vice versa. Language policy decisions are never neutral and are influenced by the politics of a specific country. As a result, individual and societal language attitudes influence language policies. In addition to this, the overt and official language policy on a macro level may differ from the implementation of such policies on a micro level. At the micro level, practice can include covert language practices by various stakeholders.

Article

Religious Regulation in Ireland  

Vesna Malešević

While three-quarters of the population in Ireland still declare to be Catholic in census data collection, the position and role of the Catholic Church has changed dramatically. A fruitful relationship between the state, church, and nation that developed in the 19th century became meaningfully embedded in social and political relations from the 1920s. Involvement of the church in the running of education, health, and welfare meant that its “moral monopoly” extended into both the institutional and individual spheres of life. The Irish Republic relied on the church organizations and personnel to provide education and guidance in absence of the state’s infrastructure and Will to consolidate the new political entity around a state-building project based on inclusivity, reciprocity, and diversity. The confessional state that emerged with its own constitution favored one religion over others, economic stagnation over progress, and patriarchal social values over equality. The internal processes of social change and the external impetus for economic development sent Ireland into modernization and changes in attitudes and behaviors. It became obvious that the church did not hold a monopoly on truth and that accountability of the relations between the state and the church should be called into question. Economic prosperity propelled Ireland into the world of consumerism, materialism, and instant gratification, teaching a new generation that religion helps keep your parents appeased and at times can provide solace, and that the Catholic Church is just an institution that seems to be around but nobody is quite sure what its role is. The vicariousness of the church coupled with cultural Catholicism makes the Ireland of today more open to change.

Article

The Decision to Vote or to Abstain  

Elisabeth Gidengil

Why voters turn out on Election Day has eluded a straightforward explanation. Rational choice theorists have proposed a parsimonious model, but its logical implication is that hardly anyone would vote since their one vote is unlikely to determine the election outcome. Attempts to save the rational choice model incorporate factors like the expressive benefits of voting, yet these modifications seem to be at odds with core assumptions of rational choice theory. Still, some people do weigh the expected costs and benefits of voting and take account of the closeness of the election when deciding whether or not to vote. Many more, though, vote out of a sense of civic duty. In contrast to the calculus of voting model, the civic voluntarism model focuses on the role of resources, political engagement, and to a lesser extent, recruitment in encouraging people to vote. It pays particular attention to the sources of these factors and traces complex paths among them. There are many other theories of why people vote in elections. Intergenerational transmission and education play central roles in the civic voluntarism models. Studies that link official voting records with census data provide persuasive evidence of the influence of parental turnout. Education is one of the best individual-level predictors of voter turnout, but critics charge that it is simply a proxy for pre-adult experiences within the home. Studies using equally sophisticated designs that mimic the logic of controlled experiments have reached contradictory conclusions about the association between education and turnout. Some of the most innovative work on voter turnout is exploring the role of genetic influences and personality traits, both of which have an element of heritability. This work is in its infancy, but it is likely that many genes shape the predisposition to vote and that they interact in complex ways with environmental influences. Few clear patterns have emerged in the association between personality and turnout. Finally, scholars are beginning to recognize the importance of exploring the connection between health and turnout.

Article

Taxation and Spending in Latin America  

David Doyle

The battle over state redistribution, and the means to pay for welfare transfers, lies at the heart of contemporary political economy. This has been one of the central plinths of political science research on the advanced industrial democracies, and we now have a good understanding of the dynamics of spending and taxation in these countries, rooted in the power of the left and labor movements, together with the embedded liberal compromise. These explanations, however, struggle to explain tax and spending outcomes across Latin America. This is largely because the pressures of globalization, rather than embedded liberalism, drive efficiency concerns in Latin America; across the region, the left often behaves in unanticipated ways, and redistribution comes in many forms. These effects are compounded by the power of business interests across the region and the heterogeneity of voter preferences when it comes to spending and taxation. More research is needed on both the macro and micro level dynamics of taxation and social spending in Latin America.

Article

The U.S. Civil–Military Relations Gap and the Erosion of Historical Democratic Norms  

Marybeth P. Ulrich

The gap between the American people and the United States military is growing, with implications for the preservation of democratic institutions. The gap has contributed to the erosion of democratic norms by negatively affecting perceptions of citizenship obligations and weakening the attachment to national institutions. Ironically, a feature of the gap is the rise of a “warrior caste” of men and women who self-select to join the all-volunteer force (AVF), leaving the remaining 99.5% of citizens to think that national defense is a concern for “other people.” With only 1 in 200 Americans directly involved in military service, the wars that the AVF serves in do not directly affect most Americans or their elected representatives. This indifference has led to perpetual wars with poor oversight, eroding the democratic norm of citizen oversight of and participation in the nation’s wars. The civil–military gap can be mitigated with a comprehensive expansion of programs that offer opportunities for military and national service, the adoption of more robust civic education in civilian and military education systems, and fostering a culture of defense among the citizenry.

Article

Religious Regulation in India  

Kristina M. Teater and Laura Dudley Jenkins

Freedom of religion is a constitutional right in India, but this religiously diverse democracy regulates religion in several ways, including enforcing religious personal laws, regulating religious minority educational institutions, monitoring conversions, limiting religious appeals during political campaigns, and outlawing acts that outrage religious feelings. The 42nd constitutional amendment in 1976 added the word “secular” to the Indian constitution, which provides a distinctive model of religion-state relations and regulation that is rooted in historical struggles with colonial rule and abundant religious diversity. The “personal law” system grants major religious communities distinct family laws. Religious minorities have regulated autonomy in the sphere of education based on constitutional commitments to minority colleges and educational institutions. The religious freedom clause in the Indian constitution is one of the most comprehensive in the world, yet several state-level “freedom of religion” acts prohibit “forcible” or “induced” conversions. Affirmative action or “reservation” policies also necessitate regulating conversions, as low castes lose their eligibility upon conversion to Islam or Christianity. Appealing for votes on the basis of religion or caste is a “corrupt practice.” A colonial-era statute continues to outlaw “deliberate and malicious acts, intended to outrage religious feelings of any class by insulting its religion or religious beliefs.” Constitutional and state regulations of cow slaughter also protect the religious beliefs of some Hindus. Whether defending “religious freedom” by limiting conversions, or criminalizing insults to religious beliefs, laws in India to “protect” religions and religious persons at times threaten the practice and expression of diverse religious perspectives.

Article

Higher Education Policy in the European Union  

Dorota Dakowska

Whether higher education (HE) can be defined as a European Union (EU) policy has been matter of debate. Formally, education is still a domestic prerogative, and in principle, the EU can only support and supplement national governments’ initiatives in the sector. Yet, this official division of tasks has been challenged in many ways over the last decades. First, the history of European integration shows that the European community took an early interest in educational matters. The Treaty of Rome established a community competency on vocational training. Subsequently, the European Commission framed HE and vocational training as two entangled policies. Second, the EU institutions, the member states, and noninstitutional actors have coordinated in innovative ways, through soft governance processes promoted by the Bologna Process and the EU Lisbon—and later Europe 2020—strategy, to impose a European HE governance based on standards and comparison. Third, the study of HE requires going beyond an EU-centric perspective, with international organizations such as the OECD and the Council of Europe cooperating closely with the European Commission. HE has been increasingly shaped by global trends, such as the increased competition between universities. The mechanisms of European HE policy change have elicited academic debates. Three main explanations have been put forward: the power of instruments and standards, the impact of the Commission’s funding schemes, and the influence of interconnected experts, stakeholders and networks. Domestic translations of European recommendations are highly diverse and reveal a gap between formal adaptations and local practices. Twenty years after the Bologna declaration, the European Higher Education Area (EHEA) presents a mixed picture. On the one hand, increased mobility and the growing interconnectedness of academic schemes facilitate the launch of ambitious projects such as the “European universities.” On the other hand, concerns are periodically raised about the growing bureaucratization of the process and the widening gap between the small world of the Brussels stakeholders and everyday academic practices in EHEA participant countries. Paradoxically, smaller and non-EU countries have been more actively involved in advancing the EHEA than large, older EU member states.

Article

Religious Regulation in Poland  

Ewa A. Golebiowska and Silviya Gancheva

It is a truism to say that most Poles are Catholic. Yet, there is also a large number of other churches and religious organizations that are currently registered with the Polish state, although they are very small in the number of adherents they boast. In comparison with other churches and religious organizations, the Catholic Church is a uniquely important social and political actor today and has played an important role in Poland’s over millennium-long history. A brief review of the history of the Catholic Church in Polish society and politics helps illustrate how the Catholic Church has come to play the role it plays in present-day Poland. At present, its relationship to the Polish state is formally outlined in the Constitution, several statutes concerning religion, the country’s criminal code, and an international agreement with the Vatican known as the concordat. Three issues—religious education in public schools, the relationship between the Church and state finances, and the Church’s openness to new religious movements—illustrate how the Catholic Church and state in Poland interact in practice. More informally, religious expression in the country’s public square provides further insight into the relationship between church and state in Poland.

Article

The International Fraternity of the Uniform: Implications for Civil–Military Relations  

Joel J. Sokolsky

The profession of arms shares with other professions a certain universality, in terms of both time and place. This transnational “corporateness” helps to foster strong military-to-military ties on a bilateral and multilateral basis between and among the armed forces of states. Through senior international professional education and the operations of its global network of unified Combatant Commands (COCOMs), the United States seeks to develop and reinforce a web of relationships with military leaders as an element of its national security strategy. These professional and operational linkages create an international fraternity of the uniform. The fraternity of the uniform, by providing an additional military avenue of communication between the United States and foreign states, one that at times seems to skirt and compete with normal diplomatic and political relations, can be viewed as a challenge to liberal-democratic norms in civil–military relations both at the national and international level. That is to say it can be used by foreign military leaders as a “shirking” tactic employed to reduce the inequality inherent in the civil–military dialogue. The challenge for governments, then, is to leverage the advantages afforded by having their militaries join in the fraternity, while not allowing such membership to undermine proper civil–military relations. In doing so, the international fraternity of the uniform contributes to the operational effectiveness of American-led military multilateralism and the mutual security of its participants.

Article

The Aftermaths of Civil Conflicts  

Jaclyn M. Johnson and Clayton L. Thyne

The devastating Syrian civil war that began after the Arab Spring in 2011 has reminded the international community of the many consequences of civil war. However, this conflict is simply one of many ongoing conflicts around the globe. Civil war has a number of effects on individual lives, the country experiencing the conflict, as well as the international system more broadly. The humanitarian costs of civil war are steep. Individuals are negatively impacted by civil war in a myriad of ways. Three main areas of research are of interest: mortality, physical and mental trauma, and education. Several factors increase the number of deaths in a civil war, including a lack of democracy, economic downturns, and foreign assistance to combatants. Even if civilians survive conflict, they are likely to endure trauma that affects both mental and physical health. Strong evidence indicates that civil war spreads infectious diseases and severely diminishes life expectancy. Mental health is also likely to suffer in the face of conflict, as individuals often must overcome debilitating trauma. Finally, children are particularly susceptible in civil war settings. Children are often unable to continue their education as a consequence of civil war because combatants often target schools strategically or the state is unable to fund education as a result of funneling resources to the conflict. Civil wars also pose a number of threats to the state itself. First, a state that has experienced a civil war is much more likely to have another civil war in its future. Conflict recurrence has been explained through the type of settlement that concludes the initial civil war, institutions that may prevent recurrence like proportional representation, and the role of third parties in providing peace-ensuring security guarantees. Beyond recurrence of war, scholars have looked at the impact that civil wars have on state-level institutions, including democratization. While most state-level effects of civil war seem to be deleterious, there may also be positive effects, specifically in terms of female representation. Civil war in sub-Saharan Africa has been shown to increase the number of female representatives, perhaps providing an avenue for gender equality. Civil wars have ripple effects that impact neighboring countries and the international system more broadly. Proximate states are often challenged with an influx of refugees that may burden social programs or facilitate the spread of diseases and illicit arms. However, positive consequences of hosting refugees may include trading opportunities or economic growth from remittances. Moving beyond proximate states, civil wars have consequences for the entire globe. For example, civil wars have been demonstrated to spur international terrorism. The civil war literature has explored the various effects of conflict at the individual, state, and interstate level.

Article

Student Movements in Latin America: Decolonizing and Feminizing Education and Life  

Sara C. Motta, Norma Lucia Bermudez Gomez, Katia Valenzuela Fuentes, and Ella Simone Dixon

Student movements and radical education collectives across Latin America, building on traditions of radical, popular, feminist, and Indigenizing education, are seeking the democratization of the politics of knowledge and education in their regional contexts. Drawing on the cases of Chile, Colombia, and Mexico, it is possible to map and conceptualize a clear autonomous/decolonizing strand within the broader weaving of students’ movements, looking at the pedagogies of emancipation that underpin and are emergent in their praxis. The process of researching such movements and their politics of knowledge involves a decolonizing and pedagogical approach that embeds the co-creation of knowledges for transformation between researcher and movements. This builds upon work related to prefigurative epistemologies and decolonizing pedagogies of movement scholars such as Motta, Bermúdez, and Valenzuela Fuentes. It foregrounds the work of Neplanteras, of whom Gloria Anzaldúa speaks, those who bridge communities, sociabilities, epistemologies, and subjects on the margins. Nepantleras, as Anzaldúa continues, “are threshold people, those who move within and among multiple worlds and use their movements in the service of transformation.” Our collaborative research as Nepantleras has identified three broad themes emergent across these political and deeply pedagogical educational struggles and experiences. First is the practices, ethics, and experiences that foreground the prefigurative and horizontal nature of the politics of decolonizing and autonomous knowledge being co-created. Second is the feminization of resistance, involving both the emergence and centering of women and feminized subjects in movement and collective struggles, and the feminization of politics and knowledge making. Third is the key role played by affect and an embodied/enfleshed politics in the three cases, and how they foster the democratization, feminization, and decolonization of education and everyday life.