Dialogue, Praxis and the State: A Response to Richard Jackson

The article argues in favour of an engagement with state actors for critical terrorism scholars, challenging Richard Jackson's assertion that such engagement necessarily involves co-optation

Public crises, public futures

This article begins to map out a novel approach to analyzing contemporary contexts of public crisis, relationships between them and possibilities that these scenes hold out for politics. The article illustrates and analyses a small selection of examples of these kinds of contemporary scenes and calls for greater attention to be given to the conditions and consequences of different forms and practices of public and political mediation. In offering a three-fold typology to delineate differences between ‘abject’, ‘audience’ and ‘agentic’ publics the article begins to draw out how political and public futures may be seen as being bound up with how the potentialities, capacities and qualities that publics are imagined to have and resourced to perform. Public action and future publics are therefore analysed here in relation to different versions of contemporary crisis and the political concerns and publics these crises work to articulate, foreground and imaginatively and practically support

Grand Hotel Abyss: The Lives of the Frankfurt School

This review considers Stuart Jeffries’s Grand Hotel Abyss: The Lives of the Frankfurt School. Providing a detailed account of the work and lives of the Frankfurt School, Jeffries is commended for his ability to present an illustrative biography of the school’s members and associates as well as the variety of topics that their work engaged with. However, while Jefferies manages to merge biography and academic theory in a readable and at times detailed and engaging narrative, such work is undermined by a tendency to focus on the salacious gossip of a group of men whose real-life complications tend to overcome the significance of their arguments. Nevertheless, in view of the Frankfurt School’s work, it is suggested that the book’s paradoxes can serve as an important opening to contemporary topics and, more importantly, to theorizing these contradictions in light of the Frankfurt School

Reclaiming the political : emancipation and critique in security studies

The critical security studies literature has been marked by a shared commitment towards the politicization of security – that is, the analysis of its assumptions, implications and the practices through which it is (re)produced. In recent years, however, politicization has been accompanied by a tendency to conceive security as connected with a logic of exclusion, totalization and even violence. This has resulted in an imbalanced politicization that weakens critique. Seeking to tackle this situation, the present article engages with contributions that have advanced emancipatory versions of security. Starting with, but going beyond, the so-called Aberystwyth School of security studies, the argument reconsiders the meaning of security as emancipation by making the case for a systematic engagement with the notions of reality and power. This revised version of security as emancipation strengthens critique by addressing political dimensions that have been underplayed in the critical security literature

Growing Environmental Activists: Developing Environmental Agency and Engagement Through Children’s Fiction.

We explore how story has the potential to encourage environmental engagement and a sense of agency provided that critical discussion takes place. We illuminate this with reference to the philosophies of John Macmurray on personal agency and social relations; of John Dewey on the primacy of experience for philosophy; and of Paul Ricoeur on hermeneutics, dialogue, dialectics and narrative. We view the use of fiction for environmental understanding as hermeneutic, a form of conceptualising place which interprets experience and perception. The four writers for young people discussed are Ernest Thompson Seton, Kenneth Grahame, Michelle Paver and Philip Pullman. We develop the concept of critical dialogue, and link this to Crick's demand for active democratic citizenship. We illustrate the educational potential for environmental discussions based on literature leading to deeper understanding of place and environment, encouraging the belief in young people that they can be and become agents for change. We develop from Zimbardo the key concept of heroic resister to encourage young people to overcome peer pressure. We conclude with a call to develop a greater awareness of the potential of fiction for learning, and for writers to produce more focused stories engaging with environmental responsibility and activism