This book takes James Gilligan’s theory of shame and violence as a starting point for an application of the model across disciplines (psychology, sociology, philosophy, political science, cultural studies, history, architecture and urban studies) and levels of analysis (from the individual to the global). It critically engages with shame theory, exploring the existential origins, the emotional, linguistic, cognitive and cultural manifestations and symptoms of shame—in the mind, in the body, in public space and in the civic culture—and its relationship with other emotions, such as anger, guilt and pride. It also examines the role of shame in communities that are at the fault lines of current affairs, identity politics and “culture wars”, such as Brexit, trans rights, and racial equality. The book contributes to the literature on political psychology and psychosocial studies by facilitating an innovative application of the concept of shame: blending theory and practice, focusing on gender as a key lever of the mechanism of shame, and exploring the mechanics of shame and shame awareness, so as to seek and propose a range of guiding principles, practical models and possible solutions for the future.

Relevant for experienced and emerging social work and human service practitioners alike, this book explores the uniquely challenging, yet seemingly ubiquitous issue of youth violence. It provides an authentic and accessible discussion of the theories and evidence that inform practice with youth violence alongside the voices of practitioners and the young people they work with. These voices are drawn from work with the Name.Narrate.Navigate (NNN) program for youth violence. NNN provides a trauma-informed, culturally safe preventive-intervention for young people who use and experience violence, and specialist training for the workers who support them. The program embraces creative methods as a bridge between contemporary evidence on trauma and violence and Aboriginal healing practice. The dual focus of the program is informed and interconnected by action research involving Aboriginal Elders and community members, practitioners, and key service stakeholders, including young people with a lived experience of violence. This book is ideal for use in professional cross-disciplinary programs, such as criminology, sociology, social work, and psychology, across post-secondary, vocational, and university sectors.

This book takes James Gilligan's theory of shame and violence as a starting point for an application of the model across disciplines (psychology, sociology, philosophy, political science, cultural studies, history, architecture and urban studies) and levels of analysis (from the individual to the global). It critically engages with shame theory, exploring the existential origins, the emotional, linguistic, cognitive and cultural manifestations and symptoms of shame-in the mind, in the body, in public space and in the civic culture-and its relationship with other emotions, such as anger, guilt and pride. It also examines the role of shame in communities that are at the fault lines of current affairs, identity politics and "culture wars", such as Brexit, trans rights, and racial equality. The book contributes to the literature on political psychology and psychosocial studies by facilitating an innovative application of the concept of shame: blending theory and practice, focusing on gender as a key lever of the mechanism of shame, and exploring the mechanics of shame and shame awareness, so as to seek and propose a range of guiding principles, practical models and possible solutions for the future. Roman Gerodimos is Professor of Global Current Affairs at Bournemouth University, UK, and a Faculty Member at the Salzburg Academy on Media & Global Change, Austria.

While much of the political science literature on populism focuses on key political actors within the party system, a good deal less attention has been paid to forms of populist contention that feature ordinary citizens protesting against elite rule and championing the cause of 'the People' around the world. Populist Mobilization redresses this imbalance and presents a novel theoretical framework for the study of grassroots populist movements by integrating Laclauian discourse analysis with collective action frame theory. Aslanidis examines two widely influential movements that emerged from the protest cycle of the Great Recession: the Icelandic Pots and Pans Revolution and the Greek indignados. Drawing from semi-structured interviews with activists and an extensive analysis of the movements' paper trail and audiovisual material, he explores organizational aspects, processes of collective action framing, the construction of collective identities, and the influence of cultural elements. Additionally, the author embarks on a historical exploration of the intellectual roots of populism to dispel the pejorative connotations attached to the concept and advocates for a collaboration between sociologists and political scientists on a comprehensive research agenda for the populist phenomenon that transcends the institutional and non-institutional divide.

Why is being a victim such a potent identity today? Who claims to be a victim, and why? How have such claims changed in the past century? Who benefits and who loses from the struggles over victimhood in public culture? In this timely and incisive book, Lilie Chouliaraki shows how claiming victimhood is about claiming power: who deserves to be protected as a victim and who should be punished as a perpetrator. She argues that even though victimhood has long been used to excuse violence and hierarchy, social media platforms and far-right populism have turned victimhood into a weapon of the privileged. Drawing on recent examples such as the overturning of Roe v. Wade, movements like #MeToo and Black Lives Matter, and the COVID-19 pandemic, as well as historical ones from the major wars of the twentieth century and the Civil Rights Movement, Wronged reveals why claims of victimization are so effective at reinforcing instead of alleviating inequalities of class, gender, and race. Unless we come to recognize the suffering of the vulnerable for what it is—a matter not of victimhood but of injustice—Chouliaraki powerfully warns, the culture of victimhood will continue to perpetuate old exclusions and enable further injuries.

In Revolution and Constitutionalism in Britain and the U.S.: Burke and Madison and Their Contemporary Legacies, David A. J. Richards offers an investigative comparison of two central figures in late eighteenth-century constitutionalism, Edmund Burke and James Madison, at a time when two great constitutional experiments were in play: the Constitution of the Glorious Revolution of 1688 and the U.S. Constitution of 1787. Richards assesses how much, as liberal Lockean constitutionalists, Burke and Madison shared and yet differed regarding violent revolution, offering three pathbreaking and original contributions about Burke’s importance. First, the book defends Burke as a central figure in the development and understanding of liberal constitutionalism; second, it explores the psychology that led to his liberal voice, including Burke’s own long-term loving relationship to another man; and third, it shows how Burke’s understanding of the political psychology of the violence of “political religions” is an enduring contribution to understanding fascist threats to political liberalism from the eighteenth-century onwards, including the contemporary constitutional crises in the U.S. and U.K. deriving from populist movements. Mixing thorough research with personal experiences, this book will be an invaluable resource to scholars of political science and theory, constitutional law, history, political psychology, and LGBTQ+ issues.

Offering a new and thought-provoking look at media literacy education, this book brings together a range of perspectives that address the past, present, and future of media literacy, equity and justice. Straddling media studies, literacy education, and social justice education, this book comes at a time when the media’s role as well as our media intake and perceptions are being disrupted. As a result, questions of censorship, free speech, accountability abound, and nuance is often lost. This book is an antidote to the challenges facing media literacy education: chapters offer a careful examination of important and hot topics, including AI, authenticity, representation, climate change, activism and more. Addressing the continually evolving role of media and its impact on our society and shared knowledge base, the volume is organized around five themes: Misinformation and Disinformation; Media Representation; Civic Media, Politics and Policy; Eco Media Literacy; Education and Equity, Ethical Quandaries and Ideologies; and Emerging Technologies. Ideal for courses on media literacy and new literacies, this book furthers the conversation on the ways literacy and social justice are connected to educational communities in local and global contexts.

Over the past decade, the UK has experienced major policy and policy making change. This text examines this shifting political and policy landscape while also highlighting the features of UK politics that have endured. Written by Paul Cairney and Sean Kippin, leading voices in UK public policy and politics, the book combines a focus on policy making theories and concepts with the exploration of key themes and events in UK politics, including: • developing social policy in a post-pandemic world; • governing post-Brexit; and • the centrality of environmental policy. The book equips students with a robust and up-to-date understanding of UK public policy and enables them to locate this within a broader theoretical framework.

Exploring the concept of individual and collective transformation as the underlying driver for media pedagogy, this book offers valuable insights and practical strategies for implementing transformative media pedagogies across learning environments and civic ecosystems. Each chapter takes the form of critical and reflective writing on specific processes and practices that emerged from contributors' experiences of participating in the Salzburg Academy on Media and Global Change, an experimental and immersive transformational media pedagogy project born in 2007, and continuing to this day. Together, contributors examine media pedagogies that prioritize value constructions like human connection, care, imagination, and agency, all of which collectively support a transformative approach to learning. While this book takes into account media pedagogies that focus on competencies and skills, its priority is to reveal and offer learning pathways that develop media makers and storytellers focused on positive social impact in the world. This book will be of interest to any media educators, researchers, practitioners, and entrepreneurs seeking to implement transformative media pedagogies that support equitable and just civic futures.

This book provides new ideas on how to work with and constructively transform shame on a theoretical and practical level, and in various socio-cultural contexts and professions. It provides practical guidelines on dealing with shame on the basis of reflection, counselling models, exercises, simulations, specific psychotherapeutic approaches, and auto-didactical learning material, so as to transform shame from a negatively experienced emotion into a mental health resource. The book challenges theorists to adopt an interdisciplinary stance and to think “outside the box.” Further, it provides practitioners, such as coaches, counsellors, therapists, trainers and medical personnel, with practical tools for transforming negative experiences and emotions. In brief, the book shows practitioners how to unlock the growth potential of individuals, teams, and organisations, allowing them to develop constructively and positively.