Search results

Reading African American literature through the lens of American legal history broadly construed and reading American legal history through the lens of African American literature reshapes both texts of American experience and provides new readings of the literature and new perspectives on the law. Consequences for the understanding of each socially constructed “text” of reality proceed from examining their common narratival practices, specifically calling for a new periodization and taxonomy of African American literature and for a new “romantic” history of American law.

Morrison's Beloved presents a complex anatomy of guilt. This is the perception that underwrites Slavoj Zizek's recruitment of the 1987 novel in his recent discussion of ethics and politics. In Zizek's Fragile Absolute (2000), he claims that Sethe's murder of her child as a privileged instance of what he terms “the ethical act.” Drawing on Lacanian psychoanalytic ethics to articulate a relation between the psychic and the political, Zizek argues that the only truly ethical act is one that breaks with the cycle of law and transgression, evading the superego through a suicidal “shooting oneself in the foot.” This paper argues that while Zizek's reading of Beloved is in some ways illuminating, Morrison's novel itself offers a profound analysis of Zizek's conception of the “ethical act,” exposing the limited nature of this act as part of a larger political strategy. I propose a reading of Morrison's novel that focuses on its exploration of violence and guilt, reading it both alongside and against dominant psychoanalytic conceptions derived from Freud, Lacan, and Zizek's deployment of both.

Many youth-serving organizations refer to social and emotional learning (SEL) as a process through which adults and young people develop the critical knowledge and skills one needs to be successful in school, work, and personal life (e.g., Collaborative for Academic, Social, and Emotional Learning – CASEL, 2020). SEL is a learning process and – as evidence from the science of learning and development would suggest – one that happens everywhere, both in and out of school. The science also suggests that young people and adults learn best in safe and supportive environments that are identity-safe and filled with developmentally rich relationships (Science of Learning and Development Alliance, n.d.). These finds highlight the importance of meaningful, intentional, and inclusive SEL practice that is grounded in equity and cultural competence. This has historically been the approach out-of-school time (OST) educators have taken to expanding learning opportunities for young people and these practices continue to evolve as the OST field moves toward more intentional SEL practice. OST practitioners are looking to the evidence, many of whom are doing so by partnering with researchers to reexamine and bolster their SEL practices. In this chapter, we explore why and how researcher–practitioner partnerships can foster equitable SEL in OST.

This chapter focused on presenting the result of the Delphi study from the questionnaire distributed to the experts. The Delphi technique was used for modelling the construction supply chain management (CSCM) practice in the fourth industrial revolution (4IR) era. The technique was also used to predict the supply chain management's (SCM) possible trends in the construction industry. A total of 15 experts were selected for this study based on their working experience. The Delphi study also validated the gaps (organisational culture and 4IR component) identified from the existing CSCM model. The findings from the Delphi study revealed that organisational culture has a significant impact on the practice of CSCM in the 4IR era. Regarding adopting the 4IR component for the CSCM in Nigeria, the Delphi study revealed that smart management and virtualisation are the most adopted. Unfortunately, the cyber-physical system, the heartbeat of the 4IR, is yet to be fully implemented for CSCM practice in the Nigerian construction industry.

Despite Max Weber’s assertion that bureaucracy is domination on the basis of knowledge, mainstream public administration literature has paid little attention to the role of experts and expertise in bureaucratic organisations. A particular blind spot concerns the academic professions or disciplines that supply the experts and expert knowledge used in government bureaucracies. It is well known that the educational composition of the civil service varies across countries and over time. However, knowledge about what explains the varying position of expert professions within state bureaucracies is scarce. The chapter examines this issue through a comparative-historical investigation of the role in government of a particular expert profession, namely economists. Focusing on a small set of countries – Norway, Denmark, New Zealand and Ireland – over the period from 1930 to 1990, it poses the question: How can we account for the variation in the position of economists within government bureaucracies across countries and over time? To answer this question, the chapter draws on theory from the sociological literature on professions and historical-institutionalist work on the influence of economic ideas.