Parties in democratic national assemblies: comparative assessment of parliaments note

This paper argues that the analysis of democratic national assemblies is not only impossible without discussing political parties, but also incomprehensible without recognizing parties as the most significant organizations within them. Parties have structured political groupings and demands on government even before assemblies were democratically elected. And although parties may be in decline as institutions mediating between society and government in the current era, they remain significant as organizing forces within government. The paper first explains the origins of party organizations within parliaments by exploring why individual members and the assemblies taken as a whole need parties: what are their costs and benefits? It then describes the manner in which party organizations operate in different national assembly chambers. The third section analyses types and sources of party influence, including the role played by party leaders in manipulating legislative agendas, structuring Members’ policy choices and shaping policy outcomes. The final section reviews how politi- cal scientists have sought to explain intra-party cohesion and discipline across different national assemblies.

Reassessing the impact of yesterday's men

This special seminar to explore the controversy surrounding the Yesterday's Men programme of 1971, and its subsequent significance in the history of British political documentaries, was held at the Institute of Historical Research, London, on 26 January 1994. The seminar opened with a re‐screening of the programme, which featured interviews with Harold Wilson, the then leader of the opposition to Edward Heath's new Conservative government, front bench opposition spokesmen including Roy Jenkins, Tony Crosland and Denis Healey, and the political correspondent Peter Jenkins. The discussion was introduced by Dr Jean Seaton and chaired by Professor Peter Hennessy. The principal participants were Joe Haines (Chief Press Secretary to Harold Wilson 1969–76), Brian Wenham (editor, Panorama 1969–71, Head of BBC Current Affairs Group 1971–78) and John Grist (Head of BBC Current Affairs Group 1967–71, Controller, BBC English Regions 1972–77), with further contributions from Philip Whitehead, Professor Ben Pimlott, Peter Rose, David Benn, Professor Colin Seymour‐Ure, Joanna Kayford, Rosaleen Hughes, Hugh Purcell, Murray Weston and Chloe Miller.

“An Absurdly Quiet Spot”: The Spatial Justice of WW1 Fraternizations

Recent research on WW1 shows that incidents of fraternization across enemy lines took place regularly. However, fraternization remains a taboo in many contexts. The fact that the 2005 film Joyeux Noel by Christian Caron, which explicitly deals with the subject, encountered resistance from the authorities, is an indication of the kind of difficulty associated with the issue. I am drawing my inspiration from the way fraternizations are depicted in the film and in the literature in order to explore the concept of spatial justice. I define spatial justice as the question that emerges when a body desires to occupy the same space at the same time as another body. Defined like this, the question of spatial justice opens up in the dread of No Man’s Land and in particular the exchange of affects, objects and narratives that went on during fraternizations. I trace the movement of spatial justice as one of withdrawal from the asphyxiating atmosphere of the war and the propaganda machine. This withdrawal is not one of unpatriotic stance but of a courageous and difficult detachment from the supposed legality of the war that could only function on the basis of hate and demonization. While fraternizations did not end the war, they allowed for the possibility of spatial justice to emerge, as an opportunity to reorient the space and the bodies within.

The troubling concept of class: reflecting on our ‘failure’ to encourage sociology students to re-cognise their classed locations using autobiographical methods

The troubling concept of class: reflecting on our ‘failure’ to encourage sociology students to re-cognise their classed locations using autobiographical methods Abstract This paper provides a narrative of the four authors‟ commitment to auto/biographical methods as teachers and researchers in „new‟ universities. As they went about their work, they observed that, whereas students engage with the gendered, sexualised and racialised processes when negotiating their identities, they are reluctant or unable to conceptualise „class-ifying‟ processes as key determinants of their life chances. This general inability puzzled the authors, given the students‟ predominantly working-class backgrounds. Through application of their own stories, the authors explore the sociological significance of this pedagogical „failure‟ to account for the troubling concept of class not only in the classroom but also in contemporary society.

Women in the driving seat Eastern European immigrant women s citizenship participation and educational inclusion in Portugal

This paper is a case study of Eastern European immigrant women’s social inclusion in Portugal through civic participation. An analysis of interviews conducted with women leaders and members of two ethnic associations provides a unique insight into their migrant pathways as highly educated women and the ways in which these women are constructing their citizenship in new contexts in Northern Portugal. These women’s accounts of their immigrant experience embrace both the public realm, in using their own education and their children’s as a means of integration but also spill over into ‘non-public’ familial relationships at home in contradictory ways. These include the sometimes traditional, gender-defined division of labour within the associations and at home and the new ways that they negotiate their relative autonomies to escape forms of violence and subordination that they face as women and immigrants.

Student Satisfaction Negates Pedagogic Rights, Theirs and Ours!

This article outlines how the potential for students to be co-participants, via a critical education, risks being further co-opted through the marketization of higher education by constructing students as consumers with power over academics to make judgments on pedagogic quality through student satisfaction ratings. We start by outlining the relevant components of marketization processes, and their associated practices of financialization and managerialism that have developed in response to the “legitimation crisis” in HE and argue that these have profoundly altered the university landscape with a significant impact on our working practices. Student engagement is increasingly being appropriated as a quantifiable measurement of “student satisfaction”, which then profoundly alters the teaching and learning experience with different understandings of what acquiring knowledge requires and what it feels like. We draw on our experience of working in the post 1992 sector to describe how we are increasingly working under conditions of “reified exchange” and how this affects our relationships with students, other academics and management, eroding our pedagogic rights and theirs in the process. Specifically, we conclude that marketization is likely to further reduce the institutional space and opportunities for both lecturers and students to exercise their “pedagogic rights” to personal enhancement, social inclusion and civic participation through education.

Sociological Knowledge and Transformation at ‘Diversity University’, UK

This chapter is based on a case study of one UK university sociology department and shows how sociology knowledge can transform the lives of ‘non-traditional’ students. The research from which the case is drawn focused on four departments teaching sociology-related subjects in universities positioned differently in UK league tables. It explored the question of the relationship between university reputation, pedagogic quality and curriculum knowledge, challenging taken-for-granted judgements about ‘quality’ and in conceptualising ‘just’ university pedagogy by taking Basil Bernstein’s ideas about how ‘powerful’ knowledge is distributed in society to illuminate pedagogy and curriculum. The project took the view that ‘power’ lies in the acquisition of specific (inter)disciplinary knowledges which allows the formation of disciplinary identities by way of developing the means to think about and act in the world in specific ways. We chose to focus on sociology because (1) university sociology is taken up by all socio-economic classes in the UK and is increasingly taught in courses in which the discipline is applied to practice; (2) it is a discipline that historically pursues social and moral ambition which assists exploration of the contribution of pedagogic quality to individuals and society beyond economic goals; (3) the researchers teach and research sociology or sociology of education - an understanding of the subjects under discussion is essential to make judgements about quality. ‘Diversity’ was one of four case study universities. It ranks low in university league tables; is located in a large, multi-cultural English inner city; and, its students are likely to come from lower socio-economic and/or ethnic minority groups, as well as being the first in their families to attend university. To make a case for transformative teaching at Diversity, the chapter draws on longitudinal interviews with students, interviews with tutors, curriculum documents, recordings of teaching, examples of student work, and a survey. It establishes what we can learn from the case of sociology at Diversity, arguing that equality, quality and transformation for individuals and society are served by a university curriculum which is research led and challenging combined with pedagogical practices which give access to difficult-to-acquire and powerful knowledge.