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The pedagogy of economic, political and social crises : dynamics, construals and lessons

Author: Bob Jessop; Karim Knio
Publisher: Abingdon, Oxon ; New York, NY : Routledge, 2019.
Series: Routledge frontiers of political economy, 250
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
Crises have been studied in many disciplines and from diverse perspectives for at least 150 years. Yet recent decades have seen a marked increase in the crisis literature, reflecting growing awareness of crisis phenomena from the 1970s onwards. Responding to this mainstream literature, this edited collection makes six key innovations. First, it distinguishes between crises as event and crises as process, as well as  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Pedagogy of economic, political and social crises
Abingdon, Oxon ; New York, NY : Routledge, 2019
(DLC) 2018030853
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Bob Jessop; Karim Knio
ISBN: 9781315161587 1315161583 9781351665735 1351665731 9781351665742 135166574X 9781351665759 1351665758
OCLC Number: 1043974868
Description: 1 online resource.
Contents: Part I: Introducing some key themes: Introduction: organizational perspectives on crisiology and learning --
The diversity of crisis literatures and learning processes --
Valid construals and/or correct readings? on the symptomatology of crises --
Part II: Resilience in and through crises: The 2008 crisis and the resilience of the neo-liberal order --
Crises are the new normal: governing through resilience --
Part III: Non-learning, fantasy learning, and potential learning: Vision and ideology in economic theory: the post-crisis persistence of mainstream general equilibrium macroeconomics --
The crisis in democracy and authoritarian neoliberalism after the Eurozone crisis: fantastic debates and power as affording not to learn from mistakes --
After the crisis: lessons on economic and political paradigms and policies --
Part IV: Fetishistic or reflexive learning?: The EU's competitiveness fetish: industrial renaissance through internal devaluation, really? --
The legitimacy crisis within international criminal justice and the importance of critical, reflexive learning --
Part V: Limits to learning and the scope for overcoming them: Insouciance, indifference and any inspiration in the face of emergent global crises? --
The permanent crisis of development aid --
Crisis, common sense and the limits to learning in EU external governance --
Part VI: Conclusion: Critical realism, symptomatology and the pedagogy of crisis --
Index.
Series Title: Routledge frontiers of political economy, 250
Responsibility: edited by Bob Jessop and Karim Knio.

Abstract:

Crises have been studied in many disciplines and from diverse perspectives for at least 150 years. Yet recent decades have seen a marked increase in the crisis literature, reflecting growing awareness of crisis phenomena from the 1970s onwards. Responding to this mainstream literature, this edited collection makes six key innovations. First, it distinguishes between crises as event and crises as process, as well as crises as accidental events or as the result of system-generated processes. Second, it distinguishes crises that can be managed through established crisis-management routines from crises of crisis management. Third, it focuses on the symptomatology of crisis, i.e., the challenge of moving crisis symptoms to understanding underlying causes as a basis for decisive action. Fourth, it goes beyond the clichae that crises are both threat and opportunity by distinguishing valid accounts of the origins and present nature of a crisis, from more speculative accounts of what potentially exists. Fifth, it explores how crises can disorient conventional wisdom, thus provoking efforts to interpret and learn about crises and draw lessons after a crisis has ended. Finally, the sixth element is the move away from the conventional focus on executive authorities and disaster management agencies, instead turning attention towards how other social forces construe crises and attempt to learn from them. Offering important insights into the pedagogy of crisis throughout, this collection will offer excellent reading to both researchers and postgraduate students.

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