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Regulated differently in modern constitutions, emergency rule is a case of awkward, and dilemmatic, legal fine-tuning of an ambivalent political move that leads the executive of a democratic regime to the verge of the constitutional system. For that reason, as an utmost situation, emergency rule becomes a testing field for the resilience of the constitutional order. It affects its own foundations, the basic rights, and thus the constitutional capability to make possible their fulfilment. It also serves to appraise the workings of democratic regimes and, accordingly, the type of legitimacy derived from their institutional performance. Furthermore, it provides a vantage point to watch the reactions of both their representatives and their publics. Focussed on the COVID-19 pandemic, this chapter compares the cases of Germany and Spain through their legal regulations of emergency rule and their governments’ responses. Having rather analogous emergency legislations, from 2020 through 2022, there have been significant differences in their decision-making patterns.

The purpose of this chapter is to present a brief overview about the measures adopted in Portugal in the context of the Coronavirus pandemic. This public health crisis gave room in two separate occasions for the declaration of a state of emergency. What is interesting, though, is that it can be argued that a real state of exception occurred not when the state of emergency was in force, but precisely when it was not. This has only been possible because the Government decided to adopt measures that would restrict fundamental rights, because the Parliament did not intervene in such a proceeding, and because the Administrative Supreme Court was arguably too lenient towards the Government. For a while at least, it seems to have occurred a ‘provisional abolition of the distinction among legislative, executive and judicial powers’ (Agamben, 2005). This has been confirmed by subsequent decisions from the Constitutional Court.

The rule of law has been tried in many countries under the state of exception during COVID-19. This chapter focusses on the case of Finland, the only Nordic country to declare a state of exception during the pandemic. Drawing from theoretical accounts on the state of exception, it analyses to what extent the Finnish democratic Rechtsstaat has coped in the state of exception.

The authors propose the concepts of a radical and restrained state of exception and argue that while the Finnish states of exception were rather restrained than radical, there are risks involved in the fact that powers granted by the Emergency Powers Act to be used during a state of exception are moved to normal legislation. Indeed, as Giorgio Agamben, among others, has warned, the state of exception may become permanent and undermine democracy and the rule of law. The chapter provides a dialogue between theory and empirics related to a state of exception, applying theoretical insights on the case of Finland during COVID-19.

The purpose of the paper is to produce new knowledge about the positions that public libraries both take and are given in the conflicts over politics and identity that play out in contemporary cultural and library policy debates. Using conflicts over drag story hour at public libraries as case, the study seeks to contribute to an emerging body of research that delves into the challenges that public libraries as promoters of democracy are confronting in the conflictual political landscape of today.

The paper presents an analysis of debates reported in news articles concerning Drag story hour events held at Swedish public libraries. Utilizing the analytical lenses of discourse theory and plural agonistics, the analysis serves to make visible the lines of conflicts drawn in these debates – particularly focusing on the intersection of different meanings ascribed to the notion of the reading child, and how fear is constructed and used as an othering devise in these conflicts.

Different imaginings of the reading child and the construction and imagination of fear and safety shapes the Drag story hour debates. The controversies can be understood as a challenge to the previous hegemony regarding the direction and goals of Swedish cultural and library policy and the pluralistic democratic society these policies are meant to promote.

The paper offers new insights into the consequences of the revival of radical right politics, populism and societal polarization, and the different responses from public libraries.

This research aims at explaining the phenomenon of the “black children” (heihaizi), a very little-known generation who lived with concealment under the one-child policy in China. The one-child policy was officially introduced to nationwide at the end of 1979 by permitting per couple to have one child only, later modified to a second child allowed if the first was a girl in rural China in 1984. It was officially replaced by a nation-wide two-child policy and most existing research focused on the parents’ sufferings and policy changes. The term “black children” has been mainly used to describe their absence from their family hukou registration and education. However, this research aims at expanding the meaning of being “black” to explain the children who were concealed more than at the level of family formal registration, but also physical freedom and emotional bond. What we do not yet know are the details of their lived experiences from a day-to-day base: where did they live? How were they raised up? Who were involved? Who benefited from it and who did not? In this way, this research challenges the existing scholarship on the one-child policy and repositions the “black children” as primary victims, and reveals the family as a key figure in co-producing their diminished status with the support of state power. It is very important to understand these children’s loss of citizenship and human freedom from the inside of the family because they were concealed in so many ways away from public view and interventions. This research focuses on illustrating how their lack of access to continued, stabilized, and reciprocally recognized family interactions framed their very idea of self-worth and identity.

Even before the global pandemic crisis, cosmopolitanism was regarded as ‘a noble but flawed ideal’. A moral perspective, despite the efforts of theorists who worked towards cosmopolitan democracy, has little impact on the larger political landscape. After a full year of ‘social distancing’ that transformed our world, the question arises – what will happen to the idea that so strongly relies on human commonality, togetherness, and sociability if all those features are severely lacking in our everyday lives? Will this prolonged ‘state of exception’ redesign our society and our political arrangements in such a manner that the idea of cross-border solidarity becomes not just unattainable, but utterly unimaginable? Will the global society remain just a dream from some earlier, more naïve times? Or is it still possible to be a cosmopolitan, ‘a king of infinite space’, even when we are forcefully sequestered in our tiny nutshells? The chapter will confront this changing socio-political landscape in order to provide an examination of changes in the cosmopolitan idea in general – and probably to give a little hope for an uncertain future.

In this article, the authors – a social studies methods professor and geography research associate – make the case for considering the integration of Holocaust geographies into the middle and secondary curriculum, potential challenges that teachers may have in teaching Holocaust geographies are addressed.

Using an experience in delivering professional development on Holocaust geographies to teachers to frame the discourse within the article, the authors contend that a study of Holocaust geographies tests geography as a discipline, addresses current problems and supports student inquiry. Therefore, the inclusion of the Holocaust in the geography curriculum is both needed and valuable.

Examining the Holocaust spatially using geographical skills moves students away from the potential limits of studying the Holocaust temporally using only historical skills. Thus, the distance between past and present, although not ignored, is narrowed through the inquiry into spatial patterns and characteristics, providing the potential to bring greater focus on present-day antisemitism, persecution, genocide and authoritarianism.

Educators are encouraged to take up work that intersects the civic goals of both geography and Holocaust education, yet literature on these intersections is sparse. We call upon Holocaust education and geography education organizations to develop and provide support for teachers around Holocaust geographies.

The European Union (EU) and Russia are considered to be trapped into security concerns in a form of spillover, in a zero sum perspective, considering each step of the other as directed against another. Such an approach seems to prevail, after attempts of engagements for decades after the Cold War. Rather history prevailed in informing perceptions and currently driving the behaviors toward each other, in other words in othering each other.

Discourse analysis

The move in Eastern Europe of both parties is perceived with suspicion from both sides, materialized through their policies, culminated in clash of interests and crash of policies between both parts, manifested by Russian aggression in Ukraine in 2014 and recently in 2022 in one side, and the EU response through massive, unprecedented sanctions against Russia. This has created a context that fosters not just keeping a status quo of clash and struggle for influence between them in the region, but also nourishes further securitization of their respective policies toward the Eastern Europe and beyond. In 2014 and more recently in 2022 Russian aggression in Ukraine, the EU and Russia appear to have the same image to each other as they had during the Cold War, or even beyond. Having this in mind, this paper will address those developments, with particular focus on attempts to avoid them, the failure to do so and how they are impacting the EU, Russia and global politics in a form of emerging new world (dis)order.

This paper is an original paper having a critical approach toward the current conflicts going on in Eastern Europe.

The relationship between medicine and video games is growing tremendously. In the field of medicine, realistic simulation and games have risen in popularity, and in turn, gamification has transformed the game elements into a non-gaming world for human engagement like motivation and performance. It is not surprising that game-based learning has branched out in the realm of the medical world. The person’s psychological state determines the effectiveness of education during training. This study aims to examine how the usage of immersive technology impacts users’ tendency to access immersive resources for learning during an emergency like the COVID-19 pandemic. Augmented reality (AR) apps have grown to be a popular tool in education nowadays. The purpose of using AR applications is to impart knowledge during the COVID-19 pandemic. An investigation was conducted to test the effectiveness of immersive technology in learning by developing a game-based experimental model and testing it on 100 non-randomly selected users of various ages. This study shows that users are open to new teaching approaches, including AR applications, in response to the challenges presented by the pandemic. AR applications provide a potential solution to the difficulties associated with education by providing an immersive and interesting experience that enhances learning-based results. This demonstrates that while using AR apps, an individual’s viewpoints and sense of control over their learning are more essential in influencing their conduct. By integrating AR apps into learning systems, immersive education may enhance users’ engagement, motivation and overall learning experiences.

Convenience sampling was chosen as the method for data analysis. One hundred users from a leading private university in the northwest part of India participated in this study. This gave a minimum sample size of 79 participants. To analyse the user experience (UX), a UX questionnaire was adopted. In this research paper, the researcher explores the importance of immersive games that emphasise awareness and experience through a series of questionnaires to assess the effective awareness of COVID through immersive technology, because the immersive element plays a major role in the quality and success of awareness through COVID-19 fighter video games as an interactive learning platform.

Results showed that most people do not know how to deal with an infected person in a critical situation; either they feel scared or deal without taking precautions. COVID-19 fighters are empowered with a virtual patient, which players can interact with. Once the user finishes the FPS game, he must find out the source of viruses that will be an AR-based virtual patient. The first step of the instruction will ask the user to give the mask to the infected person; in the second step, it will ask the user to sanitise his body. In the third step, it will ask to hospitalise.

The research offers empirical evidence on the effectiveness of augmented reality-based game approaches to increase reality in basic education to boost the awareness of individuals. The report also gives an example of good cross-cutting education materials that provide the player with a very valuable tool for understanding knowledge of covid awareness by playing the COVID-19 fighter game.