The State as Cultural Practice offers an original theory of the state. In place of the institutional state, Bevir and Rhodes argue for 'the stateless state', or for a focus on the contingent beliefs and practices of individuals. In short, they put the people back into the study of the state.

The State as Cultural Practice offers a fully worked out account of the authors' distinctive interpretive approach to political science. It challenges the new institutionalism, probably the most significant present-day strand in both American and British political science. It moves away from such notions as 'bringing the state back in', 'path dependency' and modernist empiricism. Instead, Bevir and Rhodes argue for an anti-foundational analysis, ethnographic and historical methods, and a decentred approach that rejects any essentialist definition of the state and espouses the idea of politics as cultural practice. The book has three aims: · to develop an anti-foundational theory of the state · to develop a new research agenda around the topics of rule, rationalities, and resistance · by exploring empirical shifts and debates about the changing nature of the state to show how anti-foundational theory leads us to see them differently. Bevir and Rhodes argue for the idea of 'the stateless state' or the state as meaning-in-action. So, the state is neither monolithic nor a causal agent. It consists solely of the contingent actions of specific individuals; of diverse beliefs about the public sphere, about authority and power, which are constructed differently in contending traditions. Continuity and change are products of people inheriting traditions and modifying them in response to dilemmas. A decentred approach explores the limits to the state and seeks to develop a more diverse view of state authority and its exercise. In short, political scientists need to bring people back in to the study of the state.

Culture, Power, and Authoritarianism in the Indonesian State is a critical history of cultural policy in one of the world’s most diverse nations across the tumultuous twentieth century. It charts the influence of momentous political changes on the cultural policies of successive states, including colonial government, Japanese occupation, the killing and repression of the left and their affiliates, and the return of representative government, and examines broader social changes like nationalism and consumer culture. The book uses the concept of authoritarian cultural policy, or cultural policy that was premised on increased state control, tracing its presence from the colonial era until today. Tod Jones’ use of historical and case study chapters captures the central state’s changing cultural policies and its diverse outcomes across Indonesia.

This book provides a genealogical perspective on various forms of mind reading in different settings. We understand mind reading in a broad sense as the twentieth-century attempt to generate knowledge of what people held in their minds – with a focus on scientifically-based governmental practices. This volume considers the techniques of mind reading within a wider perspective of discussions about technological innovation within neuroscience, the juridical system, “occult” practices and discourses within the wider field of parapsychology and magical beliefs. The authors address the practice of, and discourses on, mind reading as they form part of the consolidation of modern governmental techniques. The collected contributions explore the question of how these techniques have been epistemically formed, institutionalized, practiced, discussed, and how they have been used to shape forms of subjectivities – collectively through human consciousness or individually through the criminal, deviant, or spiritual subject. The first part of this book focuses on the technologies and media of mind reading, while the second part addresses practices of mind reading as they have been used within the juridical sphere. The volume is of interest to a broad scholarly readership dealing with topics in interdisciplinary fields such as the history of science, history of knowledge, cultural studies, and techniques of subjectivization.

Why does the welfare state develop so unevenly across countries, regions, and localities? What accounts for the exclusions and disciplinary features of social programs? How are elite and popular conceptions of social reality related to welfare policies? George Steinmetz approaches these and other issues by exploring the complex origins and development of local and national social policies in nineteenth-century Germany. Generally regarded as the birthplace of the modern welfare state, Germany experimented with a wide variety of social programs before 1914, including the national social insurance legislation of the 1880s, the "Elberfeld" system of poor relief, protocorporatist policies, and modern forms of social work. Imperial Germany offers a particularly useful context in which to compare different programs at various levels of government. Looking at changes in welfare policy over the course of the nineteenth century, differences between state and municipal interventions, and intercity variations in policy, Steinmetz develops an account that focuses on the specific constraints on local and national policymakers and the different ways of imagining the "social question." Whereas certain aspects of the pre-1914 welfare state reinforced social divisions and even foreshadowed aspects of the Nazi regime, other dimensions actually helped to relieve sickness, poverty, and unemployment. Steinmetz explores the conditions that led to both the positive and the objectionable features of social policy. The explanation draws on statist, Marxist, and social democratic perspectives and on theories of gender and culture.

Moving beyond the expectations and processes of conventional teacher evaluation, this book provides a framework for teacher evaluation that better prepares educators to serve culturally and linguistically diverse (CLD) learners. Covering theory, research, and practice, María del Carmen Salazar and Jessica Lerner showcase a model to aid prospective and practicing teachers who are concerned with issues of equity, excellence, and evaluation. Introducing a comprehensive, five-tenet model, the book demonstrates how to place the needs of CLD learners at the center and offers concrete approaches to assess and promote cultural responsiveness, thereby providing critical insight into the role of teacher evaluation in confronting inequity. This book is intended to serve as a resource for those who are committed to the reconceptualization of teacher evaluation in order to better support CLD learners and their communities, while promoting cultural competence and critical consciousness for all learners.

Cultural analysis is devoted to understanding the past as part of the present, as what we have around us. The essays gathered here represent the current state of an emerging field of enquiry.

This book is about the doing and experiencing of diagnosis in everyday life. Diagnoses are revealed as interactive negotiations rather than as the assigning of diagnostic labels. The authors demonstrate, through detailed discourse analyses, how the diagnostic process depends on power and accountability as expressed through the talk of those engaged in the diagnostic process. The authors also show that diagnostic decisions are not only made by professional experts trained in the art and science of diagnosis, but they can also be made by anyone trying to figure out the nature of everyday problems. Finally, diagnostic reasoning is found to extend beyond typical diagnostic situations, occurring in unexpected places such as written letters of recommendation and talk about the nature of communication. Together, the chapters in this book demonstrate how diagnosis is a communication practice deeply rooted in our culture. The book is interdisciplinary and unusually broad in its focus. The authors come from different experiential scholarly backgrounds. Each of them takes a different look at the impact and nature of the diagnostic process. The diagnoses discussed include autism, Alzheimer’s disease, speech and language disorders, and menopause. The focus is not only on the here and now of the diagnostic interaction, but also on how diagnoses and diagnostic processes change over time. The book can serve as an undergraduate or graduate text for courses offered in various disciplines, including communication, sociology, anthropology, communication disorders, audiology, linguistics, medicine, and disability studies.