Constitutional Law - Self-Incrimination

That section of the Subversive Activities Control Act requiring individual members of the Communist Party to register with the Justice Department violates registrants\u27 fifth amendment privilege against self-incrimination. Albertson v. Subversive Activities Control Board, 86 Sup. Ct. 194 (1965)

Population Increase, Extralegal Appropriation, and the End of Colonialism

Between 1946 and 1976, the European powers granted independence to all of their large colonies in Africa and Southeast Asia. This paper attempts to provide an economic explanation for this remarkable ending to the era of colonialism. The main theoretical innovation is to consider the effect of population increase on the allocation of time by the indigenous population between productive and subversive activities. The analysis suggests that the increase in population during the colonial period increased the potential return to extralegal appropriation of the profits of colonial companies until the colonies became a net burden on the metropolitan governments. The analysis also suggests that there was less subversive activity in colonies in which the market for indigenous labor was monopsonized because monopsonistic employers internalized the potential negative effect of extralegal appropriation on net profits.

Learning subversion in the business school: An ‘improbable’ encounter

Entrepreneurs develop activities that aim to challenge the status quo, break rules and subvert systems. How can such a thing be taught/learnt in a business school? This article contributes to current debates within entrepreneurship studies that seek to address the subversive nature of entrepreneurial activity. It presents an ethnographic case study of an entrepreneurship course that attempts to re-define the teaching and learning boundaries of subversive activities in a leading European business school. Drawing on the theory of Bakhtin, which has thus far been overlooked in entrepreneurship studies, we unpick the potentiality of art practices in the learning and experiencing of the subversive dimension of entrepreneurship. We employ the concept of ‘dialogical pedagogy’ in order to address calls for more ‘relationally experienced’ approaches to management learning that foreground the conflicts, emotional strains and uncertainties that are embedded in the fabric of entrepreneurial practice. We show how ‘subversive dialogues’ are enacted between students and teachers as they engage in the learning process, and we discuss implications for critical entrepreneurship teaching in an increasingly commoditized education environment