The Role of Communication in Global Civil Society: Forces, Processes, Prospects

Comor, Edward A.

doi:10.1111/0020-8833.00206

Cited by 24 publications

(11 citation statements)

References 24 publications

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“…Information plays an important role in policy processes. However, information is not knowledge (Comor, 2001). Given bounded rationality, actors—individual or corporate—cannot absorb and process all accessible information.…”

Section: The Argumentmentioning

confidence: 99%

Using Ideas Strategically: The Contest Between Business and NGO Networks in Intellectual Property Rights

Sell¹,

2004

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Whose ideas matter? And how do actors make them matter? Focusing on the strategic deployment of competing normative frameworks, that is, framing issues and grafting private agendas on policy debates, we examine the contentious politics of the contemporary international intellectual property rights regime. We compare the business victory in the establishment of the 1994 Agreement on Trade‐Related Intellectual Property (TRIPS) in the World Trade Organization with the subsequent NGO campaign against enforcing TRIPS to ensure access to essential HIV/AIDS medicines. Our analysis challenges constructivist scholarship that emphasizes the distinction between various types of transnational networks based on instrumental versus normative orientations. We question the portrayal of business firms as strictly instrumental actors preoccupied with material concerns, and NGOs as motivated solely by principled, or non‐material beliefs. Yet we also offer a friendly amendment to constructivism by demonstrating its applicability to the analysis of business. Treating the business and NGO networks as competing interest groups driven by their normative ideals and material concerns, we demonstrate that these networks' strategies and activities are remarkably similar.

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Section: The Argumentmentioning

confidence: 99%

Using Ideas Strategically: The Contest Between Business and NGO Networks in Intellectual Property Rights

Sell¹,

2004

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“…In either case, these claims serve to vindicate this kind of globalist outlook (which global education provides) and to empower the global activist or expert (exactly the status to which the globally educated aspire). This interpretive and institutional privilege often comes at the expense of many other actors in the world (see Comor, 2001;Kothari, 1997;Pasha & Blaney, 1998). Regions and countries with global problems become subject to a globalist "helping" regime-an infrastructure of international civil servants, donor governments, foundations, transnational nongovernment organizations, and experts and activists-that often takes for granted the kind of "pecking order" of cultures that Nandy identifies.…”

Section: Disempowerment As a Pedagogical Strategymentioning

confidence: 99%

Global Education, Disempowerment, and Curricula for a World Politics

Blaney¹

2002

Journal of Studies in International Education

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Global education is supposed to empower. However, this article argues that global education is often premised on an idea about the inexorability of "globalization" that acts to de-politicize global life and disempower students. Though it is important to retrieve a sense of the human agency behind "globalization," this article argues that we also should work to disempower our students in certain respects, challenging their sense of interpretive privilege and cultural superiority. The article advocates trying to strike two balances. First, it argues for finding a balance between creating a sense of the possibilities for change and recognition of the limits of human agency. Second, the article aims to locate a balance between empowering our students while cultivating a sense of humility in the face of a complex world, a willingness to live with ambiguity, and an ethos of political self-restraint when in an advantaged position.

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“… 40 Deibert (1997) provides an excellent exploration of medium theory and its implications for International Relations; see also Comor (2001). The, albeit controversial, locus classicus of medium theory is likely McLuhan (1964); an exploration of McLuhan's ideas in the contemporary setting is Horrocks (2000). …”

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confidence: 99%

Words, Images, Enemies: Securitization and International Politics

2003

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The theory of “securitization” developed by the Copenhagen School provides one of the most innovative, productive, and yet controversial avenues of research in contemporary security studies. This article provides an assessment of the foundations of this approach and its limitations, as well as its significance for broader areas of International Relations theory. Locating securitization theory within the context of both classical Realism influenced by Carl Schmitt, and current work on constructivist ethics, it argues that while the Copenhagen School is largely immune from the most common criticisms leveled against it, the increasing impact of televisual communication in security relations provides a fundamental challenge for understanding the processes and institutions involved in securitization, and for the political ethics advocated by the Copenhagen School.

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The Role of Communication in Global Civil Society: Forces, Processes, Prospects

Cited by 24 publications

References 24 publications

Using Ideas Strategically: The Contest Between Business and NGO Networks in Intellectual Property Rights

Using Ideas Strategically: The Contest Between Business and NGO Networks in Intellectual Property Rights

Global Education, Disempowerment, and Curricula for a World Politics

Words, Images, Enemies: Securitization and International Politics

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