Academic literature on the topic 'Cycle de contestation'

Les intellectuels de gauche s’intéresse à l’engagement des intellectuels progressistes dans la vie politique suisse, de la fin de la Seconde Guerre mondiale au fameux cycle de contestation de 1968, une période souvent délaissée par la recherche historique. Revenant sur l’action politique de personnalités, parfois oubliées, qui ont préparé le terrain à la contestation des années 1970, ce livre permet aussi de mieux comprendre le conservatisme helvétique de l’époque de la guerre froide et la manière dont l’establishment a marginalisé, voire réprimé, des personnalités jugées trop critiques. Alors

The shifting nature of the ‘wicked problems’ that the responsibility to protect (R2P) was formulated to address requires close examination its normative elements, including assessing its status as a norm and exploring whether and to what degree it may be new. Some of the norms expressed through R2P are well established and enjoy widespread acceptance and strong compliance pull, whereas others are new, which sets the scene for norm contestation, and ambiguous and selective implementation that often characterize a norm’s journey across and within its theoretical ‘life cycle’. Moreover, the const

How can we best understand the repeated eff orts to rationalize schools across the 20th century? Traditional approaches to explaining political phenomena—interest groups, institutions, partisan theories, and rational choice—are limited in their ability to explain this recurring impulse. Instead, a complementary set of cultural lenses—ideas, professions, fields, logics, moral power, and institutional vantage points—can shed more light on these repeated movements. Together, these perspectives also offer a different way of thinking about the nature of social and political contestation, one that is deeply cultural in its ontology and that integrates ideas, interests, and institutions, links the social and the political, and explains both continuity and change. In one sense, movements to “rationalize” schools have cycled across the 20th century. As will be discussed in more detail in the chapters to come, at three different times reformers have embraced the rationalization of schools. In the Progressive Era, a group of reformers, comprising mostly businessmen, city elites, and university professors, sought to shift power from large, local ward boards, which they viewed as parochial and unprofessional, to smaller boards controlled by professional elites. They made the superintendent the equivalent of the CEO of the school system and directed him to use the latest in scientific methods and modern management techniques to measure outcomes and to ensure that resources were being used efficiently to produce the greatest possible bang for the buck. The newly emerging science of testing was widely employed to ensure that teachers and schools were meeting standards and to sort students into appropriate tracks, with the aim of “efficiently” matching students with the curriculum appropriate to their ability. In the late 1960s and early 1970s, a second accountability movement sought to take hold of American schooling. Seeking to realize both a civil rights agenda of improving the quality of schooling and to satisfy more conservative concerns about the efficient spending of public dollars, state after state passed laws designed to inject greater accountability into the school system.