This chapter introduces the space of inquiry that opens up at the intersection of security and mobility. It begins with briefly setting the stage of the security/mobility dynamic, after which a conceptual exploration follows. Security is regarded as a discourse revolving around threat. Distinct about security today is it being premised on openness which encourages intervention upon and thus regulation of mobility. Mobility is regarded as socially produced motion and concerns the ways in which the fact of displacement is made possible. Attention is then directed at the productive effects of both concepts and their interaction: they bring about particular relations of power, thereby privileging certain forms of security and mobility. The introductory chapter ends with an overview of the structure of the book and the individual chapters.
This article aims to speak about the silenced effects of the forfeiture of nationality (i.e., denaturalization) through an analysis of the French law on denaturalization. The article argues that this law produces a principle of unequal citizenship and generates a differentiated understanding of national identity, through which French-born nationals enjoy an irrevocable right to nationality, whereas newly arrived nationals only have access to a conditional national identity. What are the effects of such division? And what does it tell us about the politics of national identity? Following a Foucauldian genealogical approach, the analysis reviews the effects of French former President Sarkozy’s speech in Grenoble on July 30, 2010, arguing that his discriminating views pertaining to nationality are not only a feature of contemporary politics of security and anti-immigration sentiments, but instead correspond with a differentiated approach to nationality that has been in play since the early 20th century.
In this article, I explore questions of pedagogy and knowledge-writing practices in their relation to knowledge production. Starting from the observation that different styles of writing are present in our work, but many of them are systematically pushed back and mis-read as non-academic, the article brings to the fore a discussion on the direct relationship between practices of knowledge-writing and those modes of knowing that escape the linear and propositional academic style while still being part of how knowledge comes into being. Following a tradition of intersectional feminist epistemologies, I engage with questions of epistemologies and critical pedagogies, speaking to and with several generations of scholars who address and work with questions of diversity and knowledge production that are seminal within International Relations (IR), yet underexplored from the perspective of knowledge-writing practices.
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