Suchergebnisse

Main description: Divided Nations and European Integration is a timely and authoritative collection that demonstrates how the expansion of pan-European institutions is affecting nations divided by sovereign borders, affording political opportunities to some but denying the aspirations of others.

Is territory a trap? Does the concept of territory trap us into false assumptions of internally homogeneous, externally bounded political communities that exercise uniform sovereignty across their domain? Against the background of debates about territory and the territorial state in international relations, this symposium brings together five contributions in political theory that advance a nuanced and systemic understanding of what territory is. Taken together, they indicate that there is much to the territorial paradigm beyond the modern, sovereign, and territorial state model. There are diverse conceptions of territory, which may be relevant across different legal and political orders. The various conceptual analyses of territory in this symposium suggest that the sovereign state model is only one way in which a sovereign political authority can be territorial. These essays provide the conceptual tools to formulate (and subsequently test) the hypothesis that the transformations in statehood may not be best described in terms of the rise and decline of territorial sovereignty, but as moves from one model of territorially bounded political authority to another. In political theory, it is only in recent years that this foundational concept has received sustained attention from political theorists. This symposium aims to take forward this welcome theoretical development.

The reauthorization of the Individuals with Disabilities Education Improvement Act and the No Child Left Behind Act requires that students with extensive support needs have access to, participate in, and make progress on the general curriculum along with their grade-level general education peers. This article suggests that the terms used in this legislation have been interpreted differently across educational personnel, parents, advocates, and researchers, and that these differing interpretations have resulted in confusion and controversy related to services for this set of students. The purpose of this article was to initiate a discussion about the role of context when conceptualizing access to the general curriculum for students with extensive support needs related to communication, physical, and intellectual disabilities. It begins by discussing the federal mandate and regulations related to access to the general curriculum. It then presents differing interpretations of the concept of access to the general curriculum for students with extensive support needs, components that comprise access, and the impact of those interpretations on services. Next, it suggests an approach to conceptualizing educational services to guide policy makers, educators, and researchers as they develop, implement, and study effective practices that facilitate access to the general curriculum for students with extensive support needs. The article concludes with the suggestion that researchers, administrators, policy makers, and stakeholders must develop and hold a common understanding of the construct access to the general curriculum that is based on findings of the extant research; and that for all students, including students with extensive support needs, general education contexts are critical to accessing the general curriculum.

The many questions that surround movements for secession and self-determination are both practically urgent and theoretically perplexing. The United States settled its secession crisis in the 1860s. But the trauma and unfinished business of those events are still with us. Around the world secession and self-determination are the key issues that cause strife and instability. This volume provides an unusually comprehensive consideration of the many challenges of law and political philosophy that accompany them, and offers theoretical insights that provide guidance for policy. Among the questions considered are: should the international community recognize a right to secede and, if so, what conditions must be satisfied before the right can be asserted? Should secession and its conditions be recognized within domestic constitutions? Secession is the most extreme form of political separation and there are modes of self-determination short of it, including indigenous peoples' self-government and minority language rights. To what degree can these intrastate autonomy arrangements help ameliorate the injustices faced by indigenous groups?