Study of Strategic Narratives: The Case of BRICS

Noort, Carolijn van

doi:10.17645/pag.v5i3.961

Cited by 20 publications

(12 citation statements)

References 15 publications

(15 reference statements)

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“…It is here that the BRICS grouping comes to the fore. Scholars from a variety of scholarly fields, such as political science, economics and cultural studies, have been drawn to BRICS since it came together in an organised fashion a decade ago (Lo, Hiscock & Edward Elgar 2014;Vadra 2017Vadra , 2018Van Noort 2018). In subsequent sections of the chapter, the suitability of BRICS as candidature and reference point for the illumination of issues in South Africa by means of international comparative perspectives is investigated under the following rubrics:…”

Section: The Problematique In Finding a Comparative Data Bank Suitable For Use By South African Scholars Of Educationmentioning

confidence: 99%

Violence and education in the BRICS countries: A comparative study

Botha¹,

Gore²

2021

BRICS Education

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The main thesis of this book is that, given that South African education faces major challenges, the BRICS (Brazil, Russia, India, China and South Africa) constellation of states offers -thus far overlooked -a valuable tertium comparationis, a source of international comparative perspectives, to inform the domestic scholarly discourse on education. Hitherto, the public as well as the scholarly discourse on education issues in South Africa have tended to be inwardlooking. As far as international perspectives were brought in, these have concentrated on models from the Global North (the introduction of Outcomes-Based Education, developed in the Global North, where it had had its trial runs before being brought to South Africa, being an example), or recently from the countries who came out tops in the international Programme for International Student Assessment (PISA) test series, such as Finland. Both the Global North education systems and those of nations coming out tops in the PISA test series are inappropriate to serve as a comparative yardstick and example for South Africa, for the simple reason of too large contextual differences which these countries have with South Africa, a point explained thoroughly in this book. Up to now South-South comparisons in comparative and international education research have been few and far between, and comparisons between education issues in South Africa and other nations of the Global South have been virtually absent. The BRICS grouping represents a towering bloc of nations within the Global South, which has caught the interest of political leaders in South Africa. This book first investigates the national contexts and development of education in the BRICS countries, arguing that this grouping represents a valuable yet overlooked field for illuminating South African education issues with international perspectives. The book comprises chapters arguing for and illustrating this thesis from a variety of angles. Common to all chapters is that authors used the comparative method in education, that is, comparing the national education system in their education societal context interrelationships of the BRICS countries. The chapters focus on a number of critical issues in South African education, including the issue of the language of learning and teaching, the alignment of the world of education with the world of work, early childhood education and the development of world-class universities. Regarding the last one, for example, China has been the terrain of the most intensive national projects of establishing world-class universities, with Project 985, Project 211 and the 'Double First Class University' project. The chapters demonstrate what South Africa, in approaching her education issues, can learn from the experience of the BRICS countries. Motivating and illustrating the value of intra-BRICS education comparisons for South Africa, the book contains original research. The similarity report of an iThenticate analysis confirms that the work contains no plagiarism. This volume is ...

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Section: The Problematique In Finding a Comparative Data Bank Suitable For Use By South African Scholars Of Educationmentioning

confidence: 99%

Violence and education in the BRICS countries: A comparative study

Botha¹,

Gore²

2021

BRICS Education

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“…Scholars like Chiara de Franco (2012), Emile Simpson (2012), or Jens Ringsmose and Børgesen (2011) analysed strategic narratives and have investigated narratives in conflicts; more recently, Paul Bacon and Joe Burton (2018) and Joe Burton (2018) continue to apply the framework in security studies. The most recent publications show the tendency to broaden the scope of political analyses by investigating other issues: state identity (Pate, 2018), power (van Noort, 2018; 2019); relations between narrative and political myths (Schmitt, 2018), through the “plot and character” in elucidating the concept of democracy (Wells, 2019), use of narrative in political campaigns (Welsh, 2018), narrative of constructing Otherness for political purposes (Schissler et al, 2017), and “readiness” by investigating narrative in media (Seixas et al, 2019). 6 Moreover, the publication of Carolina van Noort (2018) proposes an analysis of coherence by investigating elements of competing narratives developed by states and national groups against an actor who creates the strategic narratives.…”

Section: A Framework Of Strategic Narrative and Its Coherencementioning

confidence: 99%

Democracy in Indonesian Strategic Narratives. A New Framework of Coherence Analysis

Grzywacz

2020

Journal of Current Southeast Asian Affairs

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Indonesia’s rise, its democracy promotion, and engagement in the democratisation of regional institutions have often been analysed in scholarly literature in the recent years. Indonesia’s “democratic turn,” both internal and external, increased its relevance in international relations. The academic discussion focuses on the role and meaning of Indonesia’s contribution. The aim of this article is to broaden the debate by analysing the meaning of “democracy” in Indonesian narrative investigated from the perspective of the strategic narratives concept and to propose a new framework for the assessment of narrative based on its coherence. Therefore, the research question is – Are the strategic narratives of democracy articulated by Indonesia coherent? The analysis shows, and it is an argument, that with some exceptions strategic narratives are incoherent and this incoherence has two dimensions: intra- and inter-incoherence. The argument is substantiated by an analysis of Indonesian foreign policy strategies and political speeches.

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“…The issue narrative determines what the problem or conflict is and provides an answer to the question of how it can be resolved. Van Noort considers a key issue narrative of BRICS to be that of infrastructural development, in cluding mobilization of infrastructure investments and the promotion of physical infrastructure [van Noort, 2017].…”

Section: Issue Narrativesmentioning

confidence: 99%

“…A number of academic and analytical papers draw attention to the asymmetric balance of power among BRICS coun tries van Noort, 2017]. The division of the community into IBSA countries (India, Brazil, South Africa) on the one hand, and Russia and China on the other [van Noort, 2017], could damage the BRICS narrative. The economic recession has damaged the coherence of the narrative positioning BRICS as a union of growing economies.…”

Section: Mainstream Narrative and Counter-narrativesmentioning

confidence: 99%

Issues in the Development of the BRICS’ Strategic Narrative

Богданов¹

2019

IORJ

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During the last decade the BRICS group of developing countries (Brazil, Russia, India, China and South Africa) became a noticeable phenomenon in international relations. Discussion continues among politicians and experts about the group's perspective, its sustainability and its potential both for further institutionalization and to become a more integrated community. Many experts are pessimistic about the prospect that BRICS will gain more influence, taking account of slowing economic growth, economic asymmetry, different political goals and the distinct strategic cultures of the group's members. Under such circumstances elaboration of a BRICS communication strategy becomes an issue of vital importance. The first step might be the design of a strategic BRICS narrative which could act as an interpretative platform framing the perception of key issues, establish the connection between the past and a vision of future, and designate the group's identity. Such a narrative could serve as the basis for strategic positioning, which is the key component of a communication strategy. It enables the formation of a basic discourse and key messages which can be transmitted through diversified channels of communication. This article outlines the strategic narrative of BRICS, drawing from the model of strategic narrative and the concept of national biography. The narrative of the international system, the identity narrative and issue narratives are considered as key components of its strategic narrative. Similarly, parameters of national biography are exposed: myths about the birth of community, significant experiences in the past, images of the future, the spatial facet and relationships with other countries and communities. This analysis identifies those components of the strategic narrative that are sufficiently developed and describes ways to further elaborate others. A constructivist approach is used, according to which a "strategic narrative" is considered to be social construct elaborated to achieve particular strategic goals, in combination with a holistic analysis which views the different tracks of BRICS activities as intertwined. Content analysis of documents from BRICS summits (primarily of the summits in Xiamen, China in 2017 and Johannesburg, South Africa) and public speeches by the leaders of BRICS countries is undertaken.

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Study of Strategic Narratives: The Case of BRICS

Cited by 20 publications

References 15 publications

Violence and education in the BRICS countries: A comparative study

Violence and education in the BRICS countries: A comparative study

Democracy in Indonesian Strategic Narratives. A New Framework of Coherence Analysis

Issues in the Development of the BRICS’ Strategic Narrative

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