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Central Peripheries

Central Peripheries explores post-Soviet Central Asia through the prism of nation-building. Although relative latecomers on the international scene, the Central Asian states see themselves as globalized, and yet in spite of – or perhaps precisely because of – this, they hold a very classical vision of the nation-state, rejecting the abolition of boundaries and the theory of the ‘death of the nation’. Their unabashed celebration of very classical nationhoods built on post-modern premises challenges the Western view of nationalism as a dying ideology that ought to have been transcended by post-national cosmopolitanism.

Marlene Laruelle looks at how states in the region have been navigating the construction of a nation in a post-imperial context where Russia remains the dominant power and cultural reference. She takes into consideration the ways in which the Soviet past has influenced the construction of national storylines, as well as the diversity of each state’s narratives and use of symbolic politics. Exploring state discourses, academic narratives and different forms of popular nationalist storytelling allows Laruelle to depict the complex construction of the national pantheon in the three decades since independence. The second half of the book focuses on Kazakhstan as the most hybrid national construction and a unique case study of nationhood in Eurasia.

Based on the principle that only multidisciplinarity can help us to untangle the puzzle of nationhood, Central Peripheries uses mixed methods, combining political science, intellectual history, sociology and cultural anthropology. It is inspired by two decades of fieldwork in the region and a deep knowledge of the region’s academia and political environment.

Heritage and Nationalism

How was the Roman Empire invoked in Brexit Britain and in Donald Trump’s United States of America, and to what purpose? And why is it critical to answer these kinds of questions? Heritage and Nationalism explores how people’s perceptions and experiences of the ancient past shape political identities in the digital age. It particularly examines the multiple ways in which politicians, parties and private citizens mobilise aspects of the Iron Age, Roman and Medieval past of Britain and Europe to include or exclude ‘others’ based on culture, religion, class, race, ethnicity, etc.

Chiara Bonacchi draws on the results of an extensive programme of research involving both data-intensive and qualitative methods to investigate how pre-modern periods are leveraged to support or oppose populist nationalist arguments as part of social media discussions concerning Brexit, the Italian Election of 2018 and the US-Mexican border debate in the US. Analysing millions of tweets and Facebook posts, comments and replies, this book is the first to use big data to answer questions about public engagement with the past and identity politics. The findings and conclusions revise and reframe the meaning of populist nationalism today and help to build a shared basis for the democratic engagement of citizens in public life in the future. The book offers a fascinating and unmissable read for anyone interested in how the past and its contemporary legacy, or ‘heritage’, influence our ‘political’ thinking and feeling in a time of hyper-interconnectivity.

Knowledge, Policy and Practice in Education and the Struggle for Social Justice

For 50 years, educator and sociologist Geoff Whitty resolutely pursued social justice through education, first as a classroom teacher and ultimately as the Director of the Institute of Education in London.

The essays in this volume – written by some of the most influential authors in the sociology of education and critical policy studies – take Whitty’s work as the starting point from which to examine key contemporary issues in education and the challenges to social justice that they present. Set within three themes of knowledge, policy and practice in education, the chapters tackle the issues of defining and accessing ‘legitimate’ knowledge, the changing nature of education policy under neoliberalism and globalization, and the reshaping of teacher workplaces and professionalism – as well as attempts to realize more emancipatory practice. Whitty’s scholarship on what constitutes quality and impact in educational research is also explored.

Together, the essays open a window on a life in the sociology of education, the scholarly community of which it was part, and the facets of education policy, practice and research that they continue to reveal and challenge in pursuit of social justice. They celebrate Whitty as one of the foremost sociologists of education of his generation, but also as a friend and colleague. And they highlight the continued relevance of his contribution to those seeking to promote fairer and more inclusive education systems.

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