Shakespeare, the Middle Ages and the Luck of the British: Medievalism and National Identity in The Hollow Crown (2012)

Images of the medieval past have long been fertile soil for the identity politics of subsequent periods. Rather than “authentically” reproducing the Middle Ages, medievalism therefore usually tells us more about the concerns and ideological climate of its own time and place of origin. To dramatise the nascent nation, Shakespeare resorts to medievalism in his history plays. Centuries later, the BBC-produced television mini-serial The Hollow Crown – adapting Shakespeare’s second histories tetralogy – revamps this negotiation of national identity for the “Cultural Olympiad” in the run-up to the 2012 London Olympics. In this context of celebratory introspection, The Hollow Crown weaves a genealogical narrative consisting of the increasingly “glorious” medieval history depicted and “national” Shakespearean heritage in order to valorise 21st-century “Britishness”. Encouraging a reading of the histories as medieval history, the films construct an ostensibly inclusive, liberal-minded national identity grounded in this history. Moreover, medieval kingship is represented in distinctly sentimentalising and humanising terms, fostering emotional identification especially with the no longer ambivalent Hal/Henry V and making him an apt model for present-day British grandeur. However, the fact that the films in return marginalise female, Scottish, Irish and Welsh characters gives rise to doubts as to whether this vision of Shakespeare’s Middle Ages really is, as the producers claimed, “for everybody”.

Promoting gender equality in responses to climate change: The case of Kenya

The paper discusses how Kenyan policies and organisations address gender equality in climate change-related responses. The political support for gender issues is reflected in presidential directives on various actions for achieving gender equality such as the establishment of gender desk officers and ensuring 30 per cent female representation in government. Despite the well-advanced gender mainstreaming policy in Kenya, few policies focus on climate change and even fewer on its inter-linkages with gender. At the field level, encrusted traditions, inadequately trained staff, limited financial resources, and limited awareness of the inter-linkages between gender and climate change remain major challenges to promoting gender equality in the work of government organisations. The paper thus proposes measures for addressing these challenges and strengthening gender equality in responses to climate change.

Transversal politics. Equality and difference in antiracist migrant protest

Transversale Politiken. Gleichheit und Differenz in antirassistischen migrantische Selbst-organisationen - Veronika Siegl Meine Arbeit beschäftigt sich mit transversalen Politiken in antirassistischen migrantischen Selbstorganisationen. Transversale Politik bezeichnet dabei eine Praxis der Zusammen-arbeit, die identitäre Kategorien zu überwinden versucht, aber Unterschiede zwischen einzelnen Personen oder Gruppen dennoch nicht negiert. Ausgangspunkt für meine Forschung ist insofern die Frage, wie MigrantInnen und MehrheitsösterreicherInnen gemeinsam über eine antirassistische Politik diskutieren und diese praktizieren können, ohne durch das Betonen von Differenz oder von Gleichheit rassistische Strukturen zu reproduzieren. Welche Strategien werden entwickelt? Wie wird mit Repräsentationsverhältnissen umgegangen? Gibt es ein kollektives „Wir“? Und: Was kann der Begriff MigrantIn für die politische Arbeit bedeuten? In Bezug auf die Fragen, die in der Ankündigung des Workshops aufgeworfen wurden, kann ich nach meinen Recherchen sagen, dass es in diesem Bereich noch relativ wenig Forschungen gibt. Schon allein zur antirassistischen Bewegung in Österreich gibt es sehr wenig Literatur, zu migrantischen Selbstorganisierungen noch weniger und zu Strategien transversaler Politik eigentlich gar nichts. Fragen der Differenz und Gleichheit werden im Allgemeinen oft nur auf einem sehr abstrakten Niveau geführt, empirische Erfahrungs-berichte, die einen Einblick geben, wie die Theorie in die Praxis umgesetzt werden kann, scheint es sehr wenig zu geben.

Gender-fairness in schoolbooks revisited: Did improvements in gender equality make a difference?

The present research focuses on two countries differing in their policies of gender equality and gender-fair language use. Content analyses of schoolbooks investigate the gender-fair language use and the depiction of gender stereotypes in them.

Synagoge in Luck [Illustration] : Erbaut 1626

Scan von Monochrom-Mikroform

Synagoge in Luck [Illustration] : Zeichnung

Scan von Monochrom-Mikroform

Molinism, Open Theism, and Moral Luck

It is sometimes thought that the choice between Molinism and open theism involves a trade-off in values: Molinism asserts that God has providential power but allows God indirectly to manipulate that in virtue of which human beings are to be judged; while open theism grants human beings more power over that in virtue of which they are tp be judged, but at the price of giving up providence. I argue here that this picture is misconstrued---that Molinism gives human agents more power over that in virtue of which they may be judged than does open theism. Since open theism confines the possible avenues for evaluating agents to their behavior in the actual world, open theism is incompatible with any solution to the problem of moral luck which appeals to counterfactual behavior, and so (I argue) is impugned by the problem,. Molinists, by contrast, have a promising solution to that problem.

Restrictive and Expansive Views of Equality: A Grounded Theory Study that Explores the Influence of Racial Consciousness on the Behaviors of White Faculty in the Classroom

Attempts to address the ever increasing achievement gap among students have failed to explain how and why educational traditions and teaching practices perpetuate the devaluing of some and the overvaluing of others. This predicament, which plagues our educational system, has been of increased concern, given the growing racial diversity among college students and the saturation of White faculty in the academy. White faculty make up the majority, 79%, of all faculty in the academy. White faculty, whether consciously or unconsciously, are less likely to interrogate how race and racism both privilege them within the academy and influence their faculty behaviors. The result of this cyclical, highly cemented process suggests that there is a relationship between racial consciousness and White faculty members' ability to employ behaviors in their classroom that promote equitable educational outcomes for racially minoritized students. An investigation of the literature revealed that racial consciousness and the behaviors of White faculty in the classroom appeared to be inextricably linked. A conceptual framework, Racial Consciousness and Its Influence on the Behaviors of White Faculty in the Classroom was developed by the author and tested in this study. Constructivist grounded theory was used to explore the role White faculty believe they play in the dismantling of the white supremacy embedded in their classrooms through their faculty behaviors. A substantive theory subsequently emerged. Findings indicate that White faculty with a higher level of racial consciousness employ behaviors in their classroom reflective of a more expansive view of equality in their pursuit of social justice, which they consider synonymous with excellence in teaching. This research bears great significance to higher education research and practice, as it is the first of its kind to utilize critical legal scholar Kimberlé Crenshaw's (1988) restrictive and expansive views of equality framework to empirically measure and describe excellence in college teaching. Implications for faculty preparation and continued education are also discussed.