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41. China’s international higher education environment: change and stasis

Author:
The University of Sydney China Studies Centre
Publication Date:
08-2022
Content Type:
Policy Brief
Institution:
China Studies Centre, The University of Sydney
Abstract:
It seems that China’s international higher education environment may be changing. This roundtable discussion focuses on the following 4 topics: 1. Several of China’s leading universities have announced their withdrawal from international ranking schemes. How do more China-focussed measures of performance feed into the push for world-class universities. 2. There seems to be a push to discourage Chinese students from going overseas for international education opportunities, as for example in the postponement of US placement exams and continuing concerns about Covid-19 pandemic control. Is this likely to continue, and if so for how long and under what conditions 3. What are the prospects for recruitment of Chinese students to Australian universities. 4. What are the prospects for China’s international cooperation in higher education, both in research and in delivery of joint venture programs and institutions in China. The discussion was chaired and moderated by Anthony Welch of Sydney School of Education and Social Work, the University of Sydney, and the speakers include academic managers and leaders, academics with an interest in international higher education (China’s and more generally), and those with experience of joint venture higher education institutions.
Topic:
Education, Higher Education, COVID-19, and Study Abroad
Political Geography:
China and Asia

42. Policy Papers by Women of Color: Young Ambassadors Journal of Global Affairs

Author:
Shanel Wilson, Kyla Denwood, Mari Faines, Alonna Williams, and Mia Veal
Publication Date:
04-2022
Content Type:
Policy Brief
Institution:
Women of Color Advancing Peace, Security and Conflict Transformation (WCAPS)
Abstract:
The WCAPS Young Ambassadors Board presents to you the premiere version of the Young Ambassadors Journal of Global Affairs. The culmination of these five policy recommendations written by women of color covers a variety of issue areas that are relevant and researched and most importantly the passion areas for our members. These women are emerging experts and professionals in their fields of international development, national security, peace, and technology. Their contributions are representative of the areas of the world they want to improve and fortify the skills to do just that.
Topic:
Education, Foreign Exchange, Law Enforcement, Food Security, Internet, Police, Militarization, and Suburbanization
Political Geography:
Africa, Latin America, Nicaragua, North America, and United States of America

43. Preparing youth for defence: Socialisation, education, and training of young people in Europe for national security

Author:
Ilona Urych and Grzegorz Matysiak
Publication Date:
06-2022
Content Type:
Journal Article
Journal:
Security and Defence Quarterly
Institution:
War Studies University
Abstract:
This article compares military and defence-oriented training, education, and socialisation in seven European countries—Sweden, Germany, France, Latvia, Lithuania, Estonia, and Poland. The comparative case study approach has been employed to identify the systemic solutions employed in the defence education of young people in those European Union countries. The criteria that have guided the analysis of defence education in each country include purpose, characteristics, duration and possible shortcomings. The results identify common content and alternative delivery patterns and establish a research agenda for further study based on gaps in policy knowledge and programme evaluation. The defence education solutions implemented in each of the countries under analysis lead to conclusions and recommendations regarding the need to create common solutions in the area of cooperation between the armed forces and the civilian population of EU countries. The experience of each country shed light not only on defence-oriented training of young people but also on the potential of various activities aimed at strengthening national security.
Topic:
Education, National Security, European Union, Youth, Socialization, and Military
Political Geography:
Europe

44. Only game in town? Inequality and demand for democracy in Africa – a micro perspective

Author:
Thomas Isbell
Publication Date:
08-2022
Content Type:
Working Paper
Institution:
Afrobarometer
Abstract:
In this paper, the author explores whether perceived inequality is associated with demand for democracy among Africans. Past research has diverged on whether macro-level inequality should increase or decrease support for democracy, with some arguing that people might see democracy as a solution to inequality, and others that people might see it as a cause. I advance this literature by using a perceptual measure of inequality from Afrobarometer: how people feel their living situation compares to others’ in their country. I find that perceived equality is significantly associated with greater demand for democracy, while perceptions of relative deprivation and relative advantage are both associated with lower democratic demand. These effects are largely significant above and beyond the effect of absolute poverty and known predictors of support for democracy, such as free and fair elections and level of education.
Topic:
Education, Elections, Democracy, Inequality, and Social Order
Political Geography:
Africa

45. Profile and determinants of lived poverty in Benin

Author:
Romaric Samson and Richard Houessou
Publication Date:
10-2022
Content Type:
Policy Brief
Institution:
Afrobarometer
Abstract:
The 2030 Agenda for Sustainable Development, launched in 2015, outlines global aspirations and priorities through the end of this decade. Prominently, the first two Sustainable Development Goals (SDGs) call for ending poverty “in all its forms everywhere” and for “zero hunger” (United Nations, 2021a). The proportion of the world’s population living in extreme poverty decreased from 36% in 1990 to 16% in 2010 and to 10% in 2015, but the COVID-19 pandemic is likely to have reversed this trend (Sumner, Hoy, & Ortiz-Juarez, 2020). Benin has had one of the fastest-growing economies in sub-Saharan Africa in recent years (Adegoke, 2019), with per-capita gross domestic product (GDP) growth averaging 3.6% between 2017 and 2019 (World Bank, 2020). But the most recent household survey led by the Institut National de la Statistique et de l’Analyse Economique (2018) estimated that 38.5% of citizens still live in poverty. Are GDP gains translating into better lives for ordinary Beninese? According to Afrobarometer survey findings, “lived poverty” – the experience of going without basic life necessities – has worsened significantly over the past decade in Benin. More than three out of four Beninese face moderate or high levels of lived poverty. Many of these citizens continue to have limited access to the electricity grid, water and sanitation services, and other essential development infrastructure. Most importantly, our analysis shows they often lack the education and employment needed to break the poverty cycle.
Topic:
Education, Poverty, Infrastructure, Inequality, and Job Creation
Political Geography:
Africa and Benin

46. The COVID-19 Catalyst: Learning from Pandemic-Driven Innovations in Immigrant Integration Policy

Author:
Jasmijn Slootjes
Publication Date:
06-2022
Content Type:
Special Report
Institution:
Migration Policy Institute (MPI)
Abstract:
Despite talk of COVID-19 as a “great equalizer,” the pandemic and its economic fallout have hit certain segments of European and North American societies particularly hard. Among them are immigrants and refugees, and especially groups with distinct vulnerabilities, such as refugee children, irregular migrants, and migrant women. Without swift government intervention, the twin public-health and economic crises risk jeopardizing immigrant integration and creating durable rifts in diverse societies. Yet precisely at a time when bold and agile policy responses are needed, the pandemic has disrupted governments’ usual ways of working. When lockdown and social-distancing measures were introduced in 2020, many in-person integration services were suspended, and both these programs and the day-to-day work of governments and civil-society organizations shifted online. This opened new opportunities but also hindered the engagement of migrants, policymakers, and other stakeholders with limited digital access or literacy. This report examines how governments’ immigrant integration strategies, partnerships, and policy priorities have changed in the two years since the pandemic began. It explores how this period of forced adaption has worked as a catalyst for innovation at the local, national, and (in Europe) EU level, drawing on interviews with senior policymakers and other experts in North America and Europe. The report then distills recommendations on how to leverage these innovations to durably improve the governance of immigrant integration.
Topic:
Education, Employment, Innovation, COVID-19, and Immigration Policy
Political Geography:
Europe and North America

47. Girls’ Right to Education in Pakistan: Critical Reflections on Malala’s Campaign in her Hometown

Author:
Zihad Ali Shah, Rahman Ullah, and Zafar Khan
Publication Date:
12-2022
Content Type:
Journal Article
Journal:
Review of Human Rights
Institution:
Society of Social Science Academics (SSSA)
Abstract:
During the War on Terrorism, the Taliban destroyed girls’ schools and discourage their education. At this time Malala Yousafzai, a teenage girl, stood up to them and fought for girls’ education rights. Though she went through a physical and psychological ordeal after the Taliban shot her in the head she persisted in her initiative. Soon she was much praised in the Western media and also landed a Nobel Prize for her efforts. However, in her hometown, she became somewhat controversial. By engaging the ethnographic method, we bring to light different perspectives on Malala’s initiative in the valley of Swat. This article also contributes to the study of the growingly complex social and political figure of Malala Yousafzai.
Topic:
Education, Women, Girls, Gender, and Malala Yousafzai
Political Geography:
Pakistan, South Asia, and Swat Valley

48. The Digital Literacy Imperative

Author:
Romina Bandura and Elena I. Mendez Leal
Publication Date:
07-2022
Content Type:
Policy Brief
Institution:
Center for Strategic and International Studies
Abstract:
Reading, writing, and numeracy: these are foundational skills people learn at school and continue using throughout their lifetimes. But as societies evolve and technology progresses, the learning needs and demands of one generation change for the next. Curriculums in educational institutions must keep up with these changes to reflect the new realities. They do so by removing outdated content, incorporating new disciplines, and innovating with new educational tools and techniques. While previous American generations learned Latin and shorthand, current generations learn Spanish or French and practice typing. In many public schools across the United States, cursive handwriting is no longer taught. Children now practice writing and typing using new technology such as tablets and computers, not typewriters. In advanced countries, educational equipment such as blackboards, chalkboards, and even whiteboards have been replaced with high-tech tools such as Promethean boards. While numeracy and basic literacy are still fundamental to learning, digital literacy has emerged as another critical life skill and is now, per the World Economic Forum, part of the twenty-first-century toolkit (see Figure 1). Beyond basic literacy, digital skills have become indispensable for every global citizen, whether to communicate, find employment, receive comprehensive education, or socialize. More than 90 percent of professional roles in across sectors in Europe require a basic level of digital knowledge and understanding. This need has become even more evident during the Covid-19 pandemic, making it more urgent for countries to embrace digital technologies and their associated skills.
Topic:
Education, Science and Technology, Digitalization, and Digital Literacy
Political Geography:
Global Focus

49. Civics for Adults: A Guide for Civics Content Providers

Author:
Center for Strategic and International Studies
Publication Date:
09-2022
Content Type:
Policy Brief
Institution:
Center for Strategic and International Studies
Abstract:
This guide is focused on fostering greater understanding among adults of the nuts and bolts of our democratic republic and how individuals can and must hold institutions accountable and move us toward a more perfect union. Reinvigorating civics knowledge and civic skills has become a national and economic security imperative. The urgency requires reaching not just K-12 students but also adults. This guide is for civics experts and content providers developing or adapting civics resources to engage adults in their workplaces and their communities. The guide can also be used by businesses, government (including the military), and others seeking to provide civics knowledge and skills to employees, partners, and associates
Topic:
Education, Democracy, and Civic Engagement
Political Geography:
North America and United States of America

50. Organized Shinto’s Efforts to Restore the Imperial Rescript on Education in Postwar Japan

Author:
Hirokazu Yoshie and Paul Kreitman
Publication Date:
12-2022
Content Type:
Video
Institution:
Weatherhead East Asian Institute, Columbia University
Abstract:
In the 1960s, the Association for Shinto Shrines—comprising 98% of the shrines nationwide—began running a decade-old campaign to reinstate a prewar symbol of emperor-centered nationalism, i.e., the Imperial Rescript on Education (kyōiku chokugo). Member priests petitioned prime ministers and other LDP politicians, published manuals for adults and picture books for children, and held summer camps for young students. These efforts were based on a modern translation into which the organization had rendered from the originally archaic rescript. Puzzlingly, this modern paraphrase completely concealed the authorship and centrality of the Meiji emperor, leaving only generic words of patriotism, which apparently defeats the purpose of the restorationism. His presentation makes sense of the campaign by analyzing organized Shinto’s discourse with it and considering its broader historical context. The narrative starts from the US occupation era (1945-1952), when the official invalidation of the rescript by Americans left conservative Japanese aggrieved. After failed attempts to revise the new constitution (1952-1964), the restoration movement gathered momentum amid left-leaning campus activism in around 1970. Convinced that it was a result of America’s ideological colonization, the Shinto organization argued that the restoration would serve to overcome that negative influence. But they tried to do so without disrupting popular sovereignty of postwar Japan, which required dilution of the text’s politically incorrect elements. The talk ends by suggesting the significance of looking at prewar legacies in our understanding of the role of the monarchy in postwar Japan.
Topic:
Education, Religion, History, and Shintoism
Political Geography:
Japan and Asia

51. Innovation and New Directions: Searching for Novel Paths in Arab Education Reform

Author:
Wafa Al-Khadra, Shaikha Jabor Al-Thani, Nathan J. Brown, Heba El-Deghaidy, Rima Karami-Akkary, Marwan Muasher, and Christina Zacharia
Publication Date:
10-2022
Content Type:
Working Paper
Institution:
Carnegie Endowment for International Peace
Abstract:
In October 2018, Carnegie published a report calling for fundamental educational reform in the Arab world and arguing for the need for that reform to move “from schooling to learning” in order to “serve the needs of pluralistic societies and foster the development of active, responsible citizens who are empowered to deal with complexity and advance constructive change.”1 The report gave a number of recommendations encompassing the different fields within which education takes place: the school, the state, and the society at large. This paper, with many of the authors of the first report participating again, attempts to go in further depth about the findings of the first report. It is evident that Arab governments still see education reform as a top-down effort that continues to perpetuate power relations and authoritarian thinking, sidelining critical and creative thinking among students. The paper places special emphasis on several reform efforts that are being implemented across the Arab region, many in a bottom-up approach that attempts a collaborative approach with governments but is not held hostage to old authoritarian thinking. Rather than simply admiring the problem, the paper attempts to highlight several experiences taking place within different Arab educational systems, not so much because these experiences are necessarily transportable but rather to point out that together with the challenges, there are also successes that can be built on. Consistent with Carnegie’s strategy of working with experts from the region, the paper has once again drawn on the practical experiences of experts from the Qatari, Jordanian, and Egyptian educational systems as well as from the regional, bottom-up experience of the TAMAM project, led by the Arab Thought Foundation and the American University of Beirut and spanning eight different countries. Under the able coordination and facilitation of Nathan J. Brown, these experts have authored a document that I hope will further contribute to the debate on education reform in the region—and help push it forward. I want to acknowledge the Asfari Foundation for their generous financing of this project, and hope that policy recommendations in this paper will help guide future education policies in the Arab world.
Topic:
Education, Reform, and Innovation
Political Geography:
Middle East and Arab Countries

52. #EndSARS Protest: Re-thinking Nigerian Youth and Government Policies

Author:
Chinyere Stella Okunna
Publication Date:
02-2021
Content Type:
Working Paper
Institution:
African Heritage Institution (AfriHeritage)
Abstract:
If any countries in the world should take youths and youth development seriously, Nigeria should be high on the list of such countries – Nigeria has one of the largest youth populations in the world, with the youth making up almost 34% (33.65%) of the country’s huge population of more than 200 million people. One fundamental way of demonstrating this seriousness is through the enactment and serious implementation of meaningful and effective youth policies, as well as the creation of an enabling environment for youth development. From virtually every indication, government has failed abysmally over the years in recent times to enthrone a liveable society as a conducive environment for effectively implementing its well-crafted youth policies and programmes, thus wreaking havoc on youth development. For how long should this terrible scenario continue? Something definitely needs to be done by the government, by the youth themselves, by non-governmental bodies made up of well-meaning Nigerians, and by the international community (if need be) – and the time to do this ‘something’ about this situation is NOW
Topic:
Education, Youth, Protests, Police, and Participation
Political Geography:
Africa and Nigeria

53. IR Theories (Syllabus Resource)

Author:
Peace and Security (GIWPS) Georgetown Institute for Women
Publication Date:
02-2021
Content Type:
Special Report
Institution:
Georgetown Institute for Women, Peace and Security (GIWPS)
Abstract:
The following is material to consider for your syllabus related to: Realism, Liberalism, Constructivism, Feminism, Postcolonialism. Specifically, there is: Scholarly writing on IR theories written by diverse scholars and experts. Scholarly writing providing geographic variety and geographically varied perspectives. Studies and analyses examining diversity, equity, and inclusion-related dimensions of IR theories.
Topic:
International Relations, Education, Post Colonialism, Realism, International Relations Theory, Feminism, Constructivism, Liberalism, and Syllabus
Political Geography:
Global Focus

54. The Local Roots of Chinese Engagement in Pakistan

Author:
Muhammad Tayyab Safdar
Publication Date:
06-2021
Content Type:
Working Paper
Institution:
Carnegie Endowment for International Peace
Abstract:
China has deepened its economic engagement with Pakistan through elite-centered negotiations over the routes and projects of the China-Pakistan Economic Corridor (CPEC). But elites are not the whole story: China has made inroads beyond Pakistan’s political elites with a broader array of local stakeholders in the country’s education, media, and energy sectors. Pull factors in each of these areas are giving local Pakistani actors incentives to develop closer relationships with Chinese actors. In education, China’s status as a rising global power and the promise of future economic returns have driven ever more Pakistanis to learn Mandarin and opt to study abroad in China. In the media sector, the financial pressures facing Pakistan’s private media houses have contributed to increasing domestic buy-in for news sharing agreements with Chinese media organizations. In the power sector, the lack of alternative sources of external funding for local Pakistani conglomerates has resulted in the emergence of joint ventures on electricity generation projects with large Chinese state-owned enterprises (SOEs). At the same time, Chinese government policies are serving as push factors to incentivize Chinese actors to expand their interactions in different segments of Pakistani society. For example, China has opened and sponsors Confucius Institutes and classrooms across Pakistan, while also offering scholarships to Pakistani students interested in studying in China. As Chinese firms have expanded their presence in Pakistan, they have worked with local universities to adapt to local customs and cultural and religious values. In media circles, stakeholders like China’s Xinhua News Agency have worked with local Pakistani media outlets to localize information dissemination and shape Pakistani public opinion on important international issues in ways that are in sync with Beijing’s worldview. And Chinese investment in Pakistan’s power sector is aligned with Chinese SOEs’ Go Global strategy and the expansion of these firms’ operations in overseas markets as part of the BRI. China’s engagement with Pakistani political, social, and economic institutions comes in response to local conditions. By adapting to these conditions and working through local institutions and actors, a host of Chinese actors are poised to continue deepening their interactions with different parts of Pakistani society.
Topic:
Education, Partnerships, Media, Economy, and Engagement
Political Geography:
Pakistan, China, South Asia, and Asia

55. Push, Pull and Falling out: Determinant Factors of Drop-out in Technical Training Institutes in Bhutan

Author:
Sonam Wangmo and Sangay Tshewang
Publication Date:
11-2021
Content Type:
Journal Article
Journal:
Journal of Bhutan Studies
Institution:
Centre for Bhutan & GNH Studies (CBS)
Abstract:
This study determined the determinant pull, push and falling out factors that influenced students to drop out of Technical Training Institutes (TTIs). Institute was the agent for the push factor, while students themselves were agents for the pull factor. For the falling out factor, neither institute nor student was an agent, but the situations which are not in control of both. The study also further explored the dominant and the least prevalent factors that led the student to drop out from TTIs. The closed-ended dichotomous survey questionnaire was used for collecting data from drop-outs. Collected data were analyzed using the SPSS software package. The findings supported that pullout factors related to family played a prominent role in the complex sequence of events that factored into students’ decision to drop out. In contrast, falling out that encapsulated more of peer-related factors remained the most negligible prevalent factor. The result also pointed out that the accumulation of more than three individual factors caused students to drop out of TTIs. Furthermore, it was also evident from the outcome that poverty, lack of education and low social status of parents increased odds for a student to drop out.
Topic:
Education, Vocational Training, Students, and Dropout Prevention
Political Geography:
South Asia and Bhutan

56. The Link Between Global Value Chain Activity and Local Human Capital: Evidence from Indonesia’s Manufacturing Sector

Author:
Rashesh Shrestha and Deborah Winkler
Publication Date:
02-2021
Content Type:
Research Paper
Institution:
Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:
For developing countries, participation in global value chains (GVCs) provides an opportunity to expand domestic human capital. Since GVC firms require qualified workers to meet high production standards, they have an incentive to invest directly in their workers’ skills or to raise the demand for skilled workers, which indirectly creates an incentive for workers to enrol in vocational education. This paper explores the relationship between GVC activity and workers’ skills in Indonesia. It combines National Labor Force Survey (SAKERNAS) data with the Large/Medium Industry Survey (IBS) to construct a pooled cross-sectional data set of Indonesian manufacturing workers which takes into account measures of GVC activity at the district-sector-year level. The findings suggest that higher GVC activity in a worker’s district-sector-year is linked to a higher likelihood of vocational education of individual workers. A separate panel data analysis at the district level confirms the positive relationship between GVC activity and human capital. Finally, the results indicate that the wage premium for vocational education is higher in districts with greater intensity of GVC activity.
Topic:
Development, Education, Training, Manufacturing, Industry, and Global Value Chains
Political Geography:
Indonesia, Asia, and Southeast Asia

57. Birth Order, Sibling Sex Composition, and Quantity–Quality Trade-offs – Evidence from India

Author:
Ilke Onur and Malathi Velamuri
Publication Date:
02-2021
Content Type:
Research Paper
Institution:
Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:
We use two waves of data from the India Human Development Survey to investigate the effect of family size on (i) parental expenditures on children’s education; and (ii) test scores of proficiency in reading, writing, and maths for 8–11-year-old children. We investigate whether these effects vary by gender, birth order of children, and sibling sex composition. We address the endogeneity of family size, using an instrumental variable approach. Our ordinary least squares estimates provide evidence of quantity–quality trade-offs in children’s educational expenditures, the existence of birth-order effects, and a sizeable pro-son bias. For test scores as well, ordinary least squares estimates indicate negative spillovers from additional children. The instrumental variable estimates, in contrast, find no evidence of quantity–quality trade-offs, birth order, or sibling sex composition effects in either expenditures or test scores. However, instrumental variable estimates of the male premium are bigger than ordinary least squares estimates. They also suggest that children enrolled in private schools do no better than those in government schools. Moreover, the advantage that boys appear to have over girls in maths is largely reversed in private schools.
Topic:
Education, Gender Issues, Children, and Family
Political Geography:
India and Asia

58. Education for All? Assessing the Impact of Socio-economic Disparity on Learning Engagement During the COVID-19 Pandemic in Indonesia

Author:
Samuel Nursamsu, Winsu Harto Adiwijoyo, and Anissa Rahmawati
Publication Date:
10-2021
Content Type:
Research Paper
Institution:
Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:
This paper attempts to shed light on the impact of socio-economic disparity on learning engagement during the COVID-19 pandemic in Indonesia. Utilising search intensity data from Google Trends, school data from Dapodik (Education Core Database), and socio-economic data from the National Socioeconomic Survey, we conduct descriptive analysis, an event study, and difference-in-difference estimations. First, school quality differs in terms of the regions’ development level, especially between western and eastern Indonesia. However, densely populated and well-developed areas generally have lower offline classroom availability. In addition, the quality of public schools is generally lower than private schools. Second, our estimation results show that only online-classroom related search intensity that increased significantly after school closures on 16 March 2020, not in self-learning related search intensity. Further the analysis shows that socio-economic disparity within provinces widens the gap in online learning engagement, albeit with weak evidence from per capita expenditure. Interestingly, provinces with a higher inequality and rural population tend to have higher self-learning related search intensity due to students’ necessity to compensate for low learning quality from schools. In addition, technology adoption does not seem to give much of an increase to online-classroom related search intensity but contributes to lower self-learning related search intensity due to increased academic distraction. Our study provides evidence for the Indonesian government to make more precise policy in improving learning quality during the pandemic.
Topic:
Education, Children, Inequality, Pandemic, COVID-19, Socioeconomics, and Public Schools
Political Geography:
Indonesia and Asia

59. The Divide between Economic History and History: From Ideology to Methodology

Author:
Gavin Wright
Publication Date:
03-2021
Content Type:
Policy Brief
Institution:
Economics for Inclusive Prosperity (EfIP)
Abstract:
I attended grad school at Yale in the late 1960s, when the New Economic History was on the ascendancy. Although the NEH was mainly in economics, the broader field of economic history clearly included members of both parent disciplines. At Yale, history grad students like Jan de Vries and Fred Carstensen could do an economic history track by taking a few core econ courses. There was also fair amount of common cause with a movement called the New Social History, interested in pursuing quantification to write “history from the bottom up.” Membership and presidents of the Economic History Association were about equally divided between the two disciplines. When I started at Michigan in 1972, there were two card-carrying economic historians in the history department (Sylvia Thrupp and Jacob Price), and similar lineups were not unusual elsewhere. The era of coexistence came to an abrupt end with the publication of Time on the Cross by Fogel and Engerman in 1974. The book was controversial not just because of its claims about slavery in the United States — that slavery was efficient, productive, and not all bad for the slaves — but because these claims were presented as a summation of research by cliometric economic historians over the previous decade or more. Even though some of the most robust critiques came from within economic history — consolidated in Reckoning with Slavery, published in 1976 — many historians felt that any discipline that could generate such an offensive brand of history did not deserve respectful intellectual status. In truth, History was probably going its own way towards the “cultural turn” anyway. To the extent that economic history had something to do with this move, it would have been a reaction to the observation that much of the new work seemed drawn moth-like to the discovery of markets and market processes in history, concluding that “markets worked.” Bill Parker remarked on this tendency in his presidential address to the EHA: “From Old to New to Old in Economic History” (JEH 1971), describing the NEH as “a gigantic test of the hypothesis of economic rationality of a system and of the behavior of individuals within it.” Robert Lucas wrote: “The central lesson of research in economic history is that neoclassical economics applies anytime, anywhere.” This now seems like something of a caricature, but for the NEH roughly through the 1970s, Lucas was largely correct. A case in point that mattered to many historians was the agricultural regime of the postbellum South. Works published in the 1970s by Joseph Reid, Stephen DeCanio and Robert Higgs all concluded that sharecropping was not an exploitive economic form, and that any racial oppression that did occur was rooted in politics rather than markets. Small wonder that historians found little to attract them to this style of research.
Topic:
Economics, Education, History, Slavery, Ideology, and Macroeconomics
Political Geography:
United States

60. A quarter century of ‘The Proper Scope of Government’: Theory and Applications

Author:
Oliver Hart
Publication Date:
02-2021
Content Type:
Working Paper
Institution:
Walter H. Shorenstein Asia-Pacific Research Center
Abstract:
A quarter-century ago in a seminal paper, Hart, Shleifer, and Vishny (NBER1996, QJE1997) developed a theory of the ‘Proper Scope of Government.’ Oliver Hart, 2016 Nobel Laureate, reflects on that framework and its place in economics, as well as the inspiration for his more recent work on norms, guiding principles, and contracts as reference points. In discussion with Karen Eggleston, Hart answers questions posed by economists who have built upon Hart, Shleifer and Vishny (1997) and offers insights on how the theory applies to understanding public and private roles in healthcare, education, and other publicly-financed services.
Topic:
Education, Privatization, Political Theory, Governance, Health Care Policy, Social Services, and Public Service
Political Geography:
Global Focus