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Duncan Bell’s project to restore late-Victorian and Edwardian debates on federative empire or a Greater Britain to international theory emphasizes the “political language” of civilization, race, and character available to fin-de-siècle thinkers on empire. In the process, Bell leaves out the contribution to these debates made by a key figure in the newly emerging discipline of economics: Alfred Marshall. Most recent writings on 19th-century empire similarly ignore the work of late-Victorian economists, as do recent efforts to map the terrain of international theory more broadly. Marshall’s writings on federative empire are not referenced by the advocates of Greater Britain that Bell carefully documents, but it is clear that Marshall followed those debates closely. And though he imagined his contribution as distinctly economic, his work unfolded in a similar language of civilization, race, and character, informed particularly by social evolutionary thought. In conclusion, I stress the dangerous temptation to sort the relevance of thinkers according to contemporary disciplinary boundaries so that more recent economists and the components of earlier political economic work that might be classed as economics are sifted out of our narratives of political thought. Instead, I see the debates on empire that Bell explores as unfolding in a language that, since the 17th and 18th centuries, has engaged issues of commerce and trade, social change, moral virtue, and the nature of political rule: political economy.

Long established and revisionist approaches to European state formation are put to one side in this article and a turn to the imperial domains of early modern states is made. The rise of Atlantic Studies as a new current of history has drawn attention to transatlantic patterns of colonialism. However, historical sociologists and comparativists have yet to grapple with the conclusions of this field of research. This article points to a possible line of argument that could draw historical sociology and Atlantic Studies together. It takes up the argument that early modern polities broke new ground in the formation of territorial institutions when they turned to transcontinental state building. From their inception, the projects of empire produced conflict-driven institutions. Comparative examination of the Spanish, British, Dutch, French and Portuguese empires reveals that, despite the authority accorded to overarching institutions of imperial government, domestic and colonial patterns of institutional formation diverged considerably. The article explores how developments in European territories took one course in each case, while colonial trajectories in the Americas took others and thereby generated distinct kinds of conflict.

This chapter presents a discussion on the development of the Brazilian education system. In the introduction, we resume the local and regional contexts and their relation to the global scenario using a historical-temporal perspective, focusing on the peculiarities of our political and democratic profile, Brazilian educational public policies, economy and social system. We descriptively reconstructed the beginnings of formal education: missionary and colonial education, independence and post-independence expansion. We point out the objectives of education, its organization, administration, structure, operation and its interfaces with the policies on curriculum, evaluation and funding. The discussion of these policies shows their impacts on the education of teachers and students, as well as the relation between education and work in the context of an approach of cycles and the neoliberal perspective. Beyond this, under the perspective of contextual influences, we have identified and described how OECD contributed to incorporate the analysis of comparative development indexes through which it is possible to re-discuss education quality, equity and other aspects. The understanding of all concepts used was broadened by a reformulation, not only due to the effects of the pandemic but also by a profound political and economic crisis that points toward an unprecedented historic setback in the democratic context.

This paper aims to characterize community archives in the common array of the manuscript collection of the National Library of Russia (NLR). The purpose of the paper is to identify the features of organization of the archival system of Russia and the place of community archives in it. The authors intend to characterize the features of origin, history of existence and preservation of archives of public organizations in Russia on the example of the archives of Russian societies of the nineteenth and twentieth centuries; to spread knowledge about historical communities of Russia and their archival heritage and to discuss the value of community archives and their information potential.

The research is based on the traditional methodology of the academic archival studies. At the same time interdisciplinary approach plays a great role in the field of study of community archives. The findings of the study were obtained as a result of the application of methods of historical research and special historical disciplines: archival heuristics, archive studies, source studies and archeography. The data were complemented by documentary analysis, including materials of nine archives, documents concerning acquisition and storage of these archives.

As a result of the study of different community archives in the Manuscript Department of the NLR the authors came to the conclusion about poor preservation and diffusion of these archives. It suggests the necessity of developing methods of virtual archive reconstruction.

This is the first study to date on the community archives in Russia. The first attempt to attribute and classify community archives of the NLR.

The year 1988 marks a special anniversary for Russia. Exactly 1,000 years ago Christianity was officially introduced into Russia from Byzantium. This was accomplished when, in 988, Prince Vladimir of Kiev ordered a mass baptism of the Russian people

On 6 april 1992, the european union (eu) recognised bosnia and hercegovina as a new independent state, no longer a part of the socialist federal republic of Yugoslavia. The event marked the start of the siege of sarajevo, which lasted nearly four years, until late february 1996. It became the longest siege in the history of modern warfare, outlasting the leningrad enclosure by a year. During its 1425 days, more than 11,500 people were killed. The attacks left a trail of destruction across the city, which began to transform it in ways not experienced before.

This paper explores how the physical transformation of sarajevo affected the ways in which meaning and significance were assigned to its built fabric. I argue that the changes imposed by war and the daily destruction of the city challenged long-established relationships between the built fabric and those who inhabited the city, introducing new modes of thinking and interpreting the city. Loosely placing the discussion within the framework of ‘Thirdspace', established by urban theorist and cultural geographer edward soja, i discuss the relationship that emerged between the historicality, sociality and spatiality of war-torn sarajevo.

Whether responding to the impacts of physical destruction or dramatic social change, the nexus of time, space and being shows that the concept of spatiality is essential to comprehending the world and to adjusting to and resisting the impact of extraordinary circumstances. Recognising the continuation of daily life as essential to survival sheds light on processes of renewal and change in a war-affected landscape. These shattered urban spaces also show the ways in which people make a sense of place in relation to specific socio-historical environments and political contexts.

This chapter presents an analysis of the constitutional definitions of the right to education. Four countries of the Southern Common Market are selected: Argentina, Brazil, Uruguay (member countries) and Chile (an associate State). A conceptual definition of the right to education -from the human rights-based perspective- is provided in order to analyze, from a comparative standpoint, the constitutional norms of each country. In recent decades, these countries have experienced recurrent school reforms which, as they are framed within legal definitions, have regulated the right to education as a premise for overcoming social inequalities. First, a definition of this concept is provided. Second, the national constitutions of each country are analyzed so as to identify the definitions they have in this field. Subsequently, a comparative discussion of the underlying regulatory definitions of the right to education is carried out. Finally, the scope and limitations that the constitutional texts of these countries have on the right to education are discussed, which allow for a better understanding of school reform processes that were carried out during the last decades and that had the right to education as an object of regulation and reconfiguration.