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Power and policy analysis

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Objetives Introduce power analysis tools Althusser Thompson s PCS model Freire Berger ... Repressive State Apparatus and the Ideological State Apparatuses ... – PowerPoint PPT presentation

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Title: Power and policy analysis


1
Power and policy analysis
Power between the tie and t-shirt
Challenging the Crisis, Brussels, 7 July
2014 Dr. Momodou Sallah and Dr. Celina Del Felice
2
Objetives
  • Introduce power analysis tools
  • Althusser
  • Thompsons PCS model
  • Freire
  • Berger and Luckmann
  • Gaventas power cube
  • Explain how these tools can be applied with case
    studies
  • Apply the tools to your own context

3
Understanding power
  • Decisional power interests
  • Discursive power ideas, words, identities and
    norms
  • Inseparability of interests, identities and norms

4
Seduced by the defective logic challenging the
construction of normality
  • Althusser (1971) Repressive State Apparatus and
    the Ideological State Apparatuses
  • Berger and Luckmann (1967) construction of Social
    Reality
  • Freire defective logic
  • Thompsons PCS

5
Althusser (1971)
  • Repressive State Apparatus (e.g.Police,
    Administration, Army)
  • Ideological State Apparatus (e.g. Media,
    Education and religious outlets)
  • Organised vs diverse
  • Hegemony through ISA

6
Berger and Luckmann (1967) Construction of Social
Reality
  • The world of everyday life is not only taken for
    granted as reality by the ordinary members of
    society in the subjectively meaningful conduct of
    their lives.  It is a world that originates in
    their thoughts and actions, and is maintained as
    real by these. (p 33)
  • The thing we know about our world and how it
    works are not things out there in the world that
    we merely observe. Rather they were constructed
    by human meaning making (Rogers, 198926)

7
Paulo Freire and the Banking Concept of Education
  • Banking vs. Problem posing
  • Liberation vs. domestification
  • Education is political in nature
  • Intransitive, semi transitive and critical
    transitivity
  • One of the gravest obstacles to the achievement
    of liberation is that oppressive reality absorb
    those within it and thereby acts to submerge
    human beings consciousness (Freire 197133)

8
Education is Neutral?
  • There is no such thing as a neutral educational
    process. Education either functions as an
    instrument that is used to facilitate the
    integration of the younger generation into the
    logic of the present system and bring about
    conformity to it, or it becomes the practice of
    freedom, the means by which men and women deal
    critically and creatively with reality and
    discover how to participate in the transformation
    of their world (Shaull in Freire 197216)

9
PCSG MODEL
G
S
C
P
Thompson (2003) PCS model PCSG (DMU YCD 2013)
10
Gaventas power cube
11
Invited spaces created spaces
Clarion Hotel (VII Round of Negotiations EU-CA
Association Agreement Tegucigalpa, 31 March 2009
European Parliament Brussels, 28 January 2009
12
What is the power of citizen activism?
  • contributes to shape the normative contents of
    global politics.
  • (What is perceived as right and wrong?)
  • Also economic normative contents?
  • Nelson and Dorsey (2007). EJIR 13 (2) 187-216
    (new rights advocacy)
  • Gold and Morin (2010). EJIR 16(4) 563587 (right
    to health and intellectural property rights

13
Actions and the EPAs Campaign
14
Actions in Europe and Central America
15
Strategies of transnational activism
  • Coordinated actions North South
  • Concentrated interests with material
    capabilities (bussiness associations, trade
    unions) and diffuse interests, groups
    advocating for general societal well-being
    (environmental and development orgs)
  • Mix of approaches to activism (insider and
    outsider strategies)

Picture http//www.waronwant.org/images/stories/t
rade_justice/trade_justice_homepage.jpg (Accessed
28 November 2011)
16
Power in discourse
Invited spaces
Ways of acting
Challenges to markets integration
Global markets integration
Ways of representing economic reality
Created spaces
17
Affecting the EU
  • Surprise
  • Responding

18
The response of the EU
19
What explains the power of these campaigns?
  • Resources to mobilise and sustain advocacy over
    time
  • Type of networks N-S, interests and ideas
  • Mix of strategies protests and dialogue
  • Discursive capacity Links to and reinforcement
    of (some) Southern governments positions

20
Now its your turn
  • What resources to mobilise do you have?
  • What approaches to activism can you use? Prefer
    to use? What spaces can you use?
  • What networks and coalitions can you build? Who
    are all the stakeholders?
  • What are your ideas? How do they relate to the
    ideas of others?
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