Greece, global fault-lines and the disintegrative logics of Germany’s primacy in Europe

Post-Keynesian, heterodox and Marxist political economists have rightly argued that the eurozone crisis is not a fiscal crisis but a balance of payments crisis, mainly caused by the pivotal position of Germany in the European Monetary Union (EMU) and its neo-mercantilist model of growth (low wage, low inflation and export-led). This view, however, sees the split between core and periphery in the European Union as something created with the introduction of the EMU in 1999. This chapter contends that this is not the case. By putting forth a global fault-lines historical perspective and focusing on the case of Greece, it is argued that the problem is not the introduction of the EMU but the geopolitical and macroeconomic asymmetries between core and periphery in Europe since the inception of what vaguely – and even inaccurately – can be defined as ‘European modernity’. Global fault-lines offer a macro-historical and macroeconomic understanding of crises seen as structural events generated by the evolving and contradictory tendencies of capitalism as a world system. It is not just a political economy perspective but a perspective that encompasses many instances of the social, especially geopolitical and geocultural structures.

Like a fish in water? Experiences of Muslim families in the British education system

This article summarises the explorations of two Initial Teacher Education (ITE) lecturers looking particularly at Muslim families’ sense of belonging as they encounter the British education system. The study draws on Garcia’s (2009, Alstad, 2013) view of monoglossic and heteroglossic settings, and on Cremin’s (2015) proposition of the super-diversity of inner-city experiences. Case studies of individual families are used to create a picture that reflects the complexity and shifting nature of cultures, languages and identities in present-day Britain. Video and tape interviews are used and data coded and analysed to identify prevailing themes. The families and schools taking part are active participants in the research process, giving informed and ongoing consent, and having control of the resulting findings. Parents’ and children’s perceptions and experience have evolved in complex ways across the generations, and in ways that challenge the stereotypes that dominate media portrayals. Early findings suggest that existing paradigms for discussing identity fail to capture the increasingly complex and super-diverse realities. In a world where xenophobia currently fuels rigid and stereotypical views of cultures in general and Muslim cultures in particular, it is important that the complexity of families’ identities and relationships to the existing systems is seen, heard and appreciated.