Search results

This paper explores the sociological, economic, and political reasons for the collapse of Venezuela's 40-year “pacted” democracy, the eight-year conflict between the country's new president and the opposition, where this conflict has led Venezuela, and what its prospects are for the near future. It proposes that the collapse of Venezuela's “ancien regime” can best be understood by an examination of the impact the rise and fall of oil prices had on its economy, society, and polity. A 20-year economic decline led to the election of Hugo Chavez, a radical outsider, who refused to play along with the country's old political class. This class, in turn, refused to accept Chavez as the legitimately elected president and launched the country on an eight-year roller-coaster ride of counter-revolution and radicalization, which recently ended with the reelection of Chavez and a massive popular endorsement for the establishment of “21st century socialism” in Venezuela. Exactly what such a project means is still unclear, but it so far involves state support for self-managed workplaces and an anti-capitalist and participatory democratic state in the midst of a still functioning capitalist economy. With the apparent defeat of obstacles that are external to the Bolivarian movement, as the pro-Chavez movement is called, such as the domestic opposition and U.S. intervention, the movement is now forced to confront its internal obstacles, such as clientelism, corruption, and personalism, if it is to succeed in the long run.

New circus explores a wide range of contemporary global and existential questions. From the dystopian performances of pioneering French new circus Archaos, and the ongoing social justice agenda of Circus Oz, to the themes of social decay and environmental degradation in Oozing Future’s 2019 production Autocannibal, new circus has sought innovative ways to challenge and confront audiences mediated by the human body. With a focus on emotive narrative representations of risk and death, this qualitative research examines the interaction of embodied movement and music in Zebastian Hunter’s Lacanian-inspired Empty Bodies and the author’s development of a circus opera, The Blood Vote. The immediate and embodied artforms of music and circus combine to engender a non-literal, yet powerful, form of speech surrogacy that communicates meaning and emotion, so we are reminded that anything is possible, not least of which is the illusion of the victory of life over death that circus performance itself embodies. Death is ever present in life, a fact we try to repress; circus confronts the audience with the undoing of this repression: we are going to die. This is what captivates us. In this way, contemporary new circus functions as an important signifier of meaning in contemporary performing arts.

ELSEWHERE in this number we list libraries which have Esent us copies of their annual reports which we are glad to have. Now and again we are able to elaborate on these, but in the present issue that has not been possible. We would say, however, that these reports are deserving of the attention of librarians generally, and of students at the library schools. They are records of work in progress, and they do suggest the development of library policy. The best of them are of textbook value.

This paper examines the nature of propaganda and its use by corporations, particularly in the USA, over a period of nearly 100 years. It emphasises the invisibility of much of this activity and propaganda’s importance for shaping acquiescence in corporate hegemony. The role played by corporate propaganda in the development of different forms of capitalism is addressed. The inculcation of accounting and finance students with values that serve corporate interests is considered: in this context propaganda is inferred in both the longstanding misrepresentation of Adam Smith, and the sustained illusion of competitive “free markets”. The role and language of the business media as a form of propaganda is considered, particularly regarding colonisation of social market economies by Anglo‐Saxon capitalism, which takes as incontestable the maximisation of shareholder value as the proper and necessary aim of corporate activity. It is argued that corporate propaganda has contributed to the accounting measure of business success being justified as an end in itself at the explicit expense of wider societal considerations.

The second article of the “Library Bill of Rights” proclaims: “Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval.” Keeping this article in mind, have librarians always adhered to it? Cal Thomas, vice president of the Moral Majority, does not think so. In Book Burning (1982), he accuses the liberal establishment of censoring the writings of conservatives. For too long, conservatives have been branded as the arch banners when, in fact, they have faced prohibitive treatment from liberals. Thomas insists that some liberal publishing houses do not want to bring out a work espousing conservative ideals no matter how well‐written it is. Liberal extremist groups pressure publishing houses to reject their manuscripts. Liberal critics dismiss their books in a few sentences or do not review them at all. The large bookstore chains fail to stock their books, therefore depriving the reading public of exposure to them. And Thomas' final regret is that librarians turn a cold shoulder to books by conservatives, excluding them from their collections and, more importantly, from the judgment of history.

The purpose of this paper is to reflect on how Eric Broekaert perceived “Ortho-pedagogy” as an academic discipline.

The authors try to get a grasp on Broekaert’s point of view while cross-reading three central articles in which he explains his integrated and holistic paradigm of education.

One could argue that, while claiming that the different epistemological, ontological and methodological approaches underlying Eric Broekaert’s paradigm of holistic education are not easily integrated, the potential paradoxes he produced in this claim also enabled a “choc des idées” and challenged and enlightened a wide diversity of researchers and practitioners in taking a partial, locatable, critical, reflexive and temporary stance in educational praxis (Lather, 1991).

The authors discuss how Broekaert, as a companion in life, enabled them to cautiously embrace tensions, paradoxes and complexities in the development of an educational praxis.