At The Intersection Of Nations

The authors of this timely and provocative book use the tools of economic analysis to examine the formation and change of political borders. They argue that while these issues have always been at the core of historical analysis, international economists have tended to regard the size of a country as "exogenous," or no more subject to explanation than the location of a mountain range or the course of a river. Alesina and Spolaore consider a country's borders to be subject to the same analysis as any other man-made institution. In The Size of Nations, they argue that the optimal size of a country is determined by a cost-benefit trade-off between the benefits of size and the costs of heterogeneity. In a large country, per capita costs may be low, but the heterogeneous preferences of a large population make it hard to deliver services and formulate policy. Smaller countries may find it easier to respond to citizen preferences in a democratic way. Alesina and Spolaore substantiate their analysis with simple analytical models that show how the patterns of globalization, international conflict, and democratization of the last two hundred years can explain patterns of state formation. Their aim is not only "normative" but also "positive"—that is, not only to compute the optimal size of a state in theory but also to explain the phenomenon of country size in reality. They argue that the complexity of real world conditions does not preclude a systematic analysis, and that such an analysis, synthesizing economics, political science, and history, can help us understand real world events.

At the Intersection of Selves and Subject: Exploring the Curricular Landscape of Identity aims to raise awareness of the inextricability of our teaching and learning selves and the subjects with whom and which we engage. By exploring identity at this intersection, we invite scholars and practitioners to reconceptualize relationships with students, curriculum, and their varied contexts. Our hope is to encourage authenticity, consciousness, and criticality that will foster more liberating ways of teaching and learning. This collection will be useful for pre- and in-service teachers, teacher educators, and educational researchers. It is a valuable resource for teacher education courses such as Curriculum Studies, Reflexive Practice, Philosophy of Education, Sociology of Education, Teaching Methods, Current Issues in Education, Collaborative Inquiry, and Narrative Inquiry. “At the Intersection of Selves and Subject lays bare the deepest under layers of the teacher self and subject with new energy. The sharing of reflexive inquiries in ethical self-consciousness liberates and unwraps queries into pedagogical practice. This is an important book for all educators, but especially for pre-service teachers as they consider or challenge the donning of teacher identity.” – Pauline Sameshima, Canada Research Chair in Arts Integrated Studies, Lakehead University, and Editor-in-Chief of the Journal of the Canadian Association for Curriculum Studies “A pendant of images and texts, this collection is a dazzling display of Ellyn Lyle’s insight that “understanding self is a way to understand other and society.” That and other affirmations are depicted narratively and theoretically, across and within indigeneities, singular exceptional identities, and paradoxical and (inherently) political identities. This collection invites us to work from within to reconstruct the self professionally. This pulsating portrait of juxtapositions teaches transpositions and extricates intertextualities. Through resolve, we are preserving this fragile someday shared space for being. Open this book as entering one such space; study what this pendant refracts in you.” – William F. Pinar, Canada Research Chair, University of British Columbia, Vancouver

With discourses of ’crisis’ and ’disaster’ featuring strongly in contemporary discourses on contemporary society, this book brings together critical perspectives from across the humanities and social sciences to explore the idea of ’crisis’ as inherently related to power dynamics and the formation of different subjectivities and identities within the Nordic countries and globally. This volume emphasizes the importance of investigating the interrelationship of three crises - social, economic and environmental - as these address the interlinked surfaces of the same reality, and it examines the negative connotations of the notion of crisis, whilst also raising the question of when and why something becomes identified as crisis, and for whom. With chapters on media representations of crisis and the global context of crisis discourses, the crisis of national identities and their mobilization in response, and environmental crisis, as well as the interrelationship between the social and the environmental and the different positioning of individuals in relation to power, this volume offers an understanding of crisis as a multivocal symbol of the present. As such, it will appeal to scholars of sociology, anthropology, history, cultural studies, literature and political science.

Freedom as a concept shifts with different forms of expression. As the authors of this volume convey in their focus on 'freedom of expression', the idea of 'freedom' in the twenty-first century does not stand apart as a purely physical location marked by national borders. In the Internet Age information is increasingly co-determinate of physical freedom. The information-dense space of the protests of 2021, and beyond, provide soil for the intellectuals writing in this volume to reflect on women’s agency in struggles for human rights. Where historical discourse on “The Woman Question” once conflicted with “feminism” as a perceived importation from the West, this conflict also produced productive tensions that have provided ongoing sites for research. When closely studied, these contexts can deepen global concepts of democracy and justice, providing not only pathways for acts of solidarity and mutual assistance, but intellectual depth and breadth for the future 'ways of knowing', and thus ways of creating, more equitable post-conflict power systems and citizenship amid times of revolution and war. Coming from multiple generations, gender identities, nationalities, and language; the authors in this volume represent the most forward-thinking voices and figures working on gender in the region today.

Nation branding--a set of ideas rooted in Western marketing--gained popularity in the post-communist world by promising a quick fix for the identity malaise of "transitional" societies. Since 1989, almost every country in Central and Eastern Europe has engaged in nation branding initiatives of varying scope and sophistication. For the first time, this volume collects in one place studies that examine the practices and discourses of the nation branding undertaken in these countries. In addition to documenting various rebranding initiatives, these studies raise important questions about their political and cultural implications.

This book examines how the nation – and its (fundamental) law – are ‘sensed’ by way of various aesthetic forms from the age of revolution up until our age of contested democratic legitimacy. Contemporary democratic legitimacy is tied, among other things, to consent, to representation, to the identity of ruler and ruled, and, of course, to legality and the legal forms through which democracy is structured. This book expands the ways in which we can understand and appreciate democratic legitimacy. If (democratic) communities are “imagined” this book suggests that their “rightfulness” must be “sensed” – analogously to the need for justice not only to be done, but to be seen to be done. This book brings together legal, historical and philosophical perspectives on the representation and iconography of the nation in the European, North American and Australian contexts from contributors in law, political science, history, art history and philosophy.

The National Assessment of Educational Progress (NAEP), known as the nation's report card, has chronicled students' academic achievement in America for over a quarter of a century. It has been a valued source of information about students' performance, providing the best available trend data on the academic achievement of elementary, middle, and secondary school students in key subject areas. NAEP's prominence and the important need for stable and accurate measures of academic achievement call for evaluation of the program and an analysis of the extent to which its results are reasonable, valid, and informative to the public. This volume of papers considers the use and application of NAEP. It provides technical background to the recently published book, Grading the Nation's Report Card: Evaluating NAEP and Transforming the Assessment of Educational Progress (NRC, 1999), with papers on four key topics: NAEP's assessment development, content validity, design and use, and more broadly, the design of education indicator systems.