Lessons In Legitimacy

Between 1849 and 1930, schooling in what is now British Columbia supported the development of a capitalist settler society. Lessons in Legitimacy examines government-assisted schooling for Indigenous and non-Indigenous peoples – public schools, Indian Day Schools, and Indian Residential Schools – in one analytical frame. Sean Carleton demonstrates how church and state officials administered different school systems that trained Indigenous and settler children and youth to take up and accept unequal roles in the emerging social order. This important study reveals how an understanding of the historical uses of schooling can inform contemporary discussions about the role of education in reconciliation and improving Indigenous–settler relations.

As the international community struggles with major issues such as deforestation, it is increasingly turning to sustainable development and market-based mechanisms to tackle environmental problems. Focusing on forestry, this book investigates the legitimacy of global forums and evaluates the quality of global governance in the current era.

This fascinating collection of papers on China's ongoing efforts in reviving legitimacy has approached the issue of legitimacy from both normative and empirical perspectives, and from Western and Chinese perspectives, thus this edited volume offers lessons and insights for and from China, and contributes to the ongoing theoretical debates as well as empirical research on legitimacy in the Chinese context.

The legacy of residential schools has haunted Canadians, yet little is known about the day and public schools where most Indigenous children were sent to be educated. In What We Learned, two generations of Tsimshian students – elders born in the 1930s and 1940s and middle-aged adults born in the 1950s and 1960s – add their recollections of attending day schools in northwestern British Columbia to contemporary discussions of Indigenous schooling in Canada. Their stories also invite readers to consider traditional Indigenous views of education that conceive of learning as a lifelong experience that takes place across multiple contexts.

This book develops a conceptual model of legitimacy as a value-judgement in international relations in contrast to Weberian and legal approaches. The model is based on the interaction of the states-systemic value of order with a liberal ideal of the state and a free-market, liberal international economy. Whilst formulated as a principally Western model, the analysis of the rise and fall of Yugoslavia and the international response points towards a wider applicability as well as confirming the value of the concept as an analytical tool.

This book reassesses performance legitimacy in the context of statebuilding and identifies the paradox between state institution building and state legitimacy by looking at the interplay between state legitimacy and leaders’ legitimacy The author reviews the significant weaknesses associated with the current measures of state legitimacy and uses this to demonstrate the incompatibility of these measurements with the reality faced by conflict and post-conflict countries. The author uses the Performance Legitimacy Theory of Transition framework to demonstrate the potential legitimacy paths that post-conflict countries can embark on and proposes a new approach for building state legitimacy in post-conflict countries. The author also introduces new indicators to measure performance legitimacy that also reflect its non-exclusive nature. Essential reading for students and researchers of Peace and Conflict Studies and especially of post-conflict development, peacebuilding, statebuilding, intervention, and democracy promotion. Also accessible to policy makers.

This book channels the debate on the relevance, value, and future of business schools. Could the Business School be like the Titanic, thought to be unsinkable, but ultimately doomed? And if it sinks, what of it? Or is it a ship which can adapt to the changing waters it sails in? In this book, authors from around the world debate the current and future legitimacy of the Business School from different contexts and perspectives. While some see very little or no hope at all to the future of the Business School as a legitimate centre for research and education, others remain critical, but see a way forward to rectify today’s concerns, such as around sustainability and inclusivity. This book highlights to readers thought-provoking complexities on the Business School playground and its legitimacy.

This book examines and investigates the legitimacy of the European Union by acknowledging the importance of variation across actors, institutions, audiences, and context. Case studies reveal how different actors have contributed to the politics of (re)legitimating the European Union in response to multiple recent problems in European integration. The case studies look specifically at stakeholder interests, social groups, officials, judges, the media and other actors external to the Union. With this, the book develops a better understanding of how the politics of legitimating the Union are actor-dependent, context-dependent and problem-dependent. This book will be of key interest to scholars and students of European integration, as well as those interested in legitimacy and democracy beyond the state from a point of view of political science, political sociology and the social sciences more broadly.