Abstract: En este artículo proponemos un enfoque para analizar los procesos de liderazgo político en el seno de las poliarquías o democracias representativas. Autores como Bryman, Burns, Kouzes, Linz y Posner, entre otros, definen el liderazgo político como una relación de intercambio entre líder y seguidores a través de la visión que comunica el primero como elemento incentivador. A partir de esta idea y en articulación con el enfoque del constructivismo estructuralista de Pierre Bourdieu, se argumenta la pertinencia de estudiar el liderazgo político integrando sus dimensiones subjetiva y objetiva. Así, por un lado, se concibe dicho liderazgo como un fenómeno construido socioculturalmente, haciendo especial hincapié en los conceptos de marco, habitus, campo y capital simbólico. Por otro lado, se plantea un estudio diacrónico del liderazgo para poder captar el proceso real de acumulación de capital simbólico por parte de los líderes políticos

Abstract: El objetivo del presente artículo es analizar el papel que han jugado los líderes políticos en los procesos de democratización que han tenido lugar en varias zonas geográficas desde la segunda mitad de los años ochenta. Para ello, los autores proponen un modelo teórico en el que se definen respectivamente el papel jugado por el medio ambiente y por los individuos en el contexto de sociedades cambiantes. La propuesta de análisis se concentra en cuatro hipótesis explicativas sobre la centralidad del liderazgo, las cuales dan cuenta de los factores que determinan el ascenso y la caída de los líderes en procesos de cambio político

Since its inception, anthropology's authority has been based on the assumption that it is a unified discipline emanating from the West. In an age of heightened globalization, anthropologists have failed to discuss consistently the current status of their practice and its mutations across the globe. World Anthropologies is the first book to provoke this conversation from various regions of the world in order to assess the diversity of relations between regional or national anthropologies and a contested, power-laden Western discourse. Can a planetary anthropology cope with both the 'provincial cosmopolitanism' of alternative anthropologies and the 'metropolitan provincialism' of hegemonic schools? How might the resulting 'world anthropologies' challenge the current panorama in which certain allegedly national anthropological traditions have more paradigmatic weight - and hence more power - than others? Critically examining the international dissemination of anthropology within and across national power fields, contributors address these questions and provide the outline for a veritable world anthropologies project.

In The Super-Rich , Stephen Haseler describes the dangerous growing tensions caused throughout the West by the triumphant new global capitalism. In a book for students of politics, economics and sociology, and the general reader, he outlines how a new global super-rich caste has emerged during a period in which the traditional 'middle-class' is facing serious insecurity and income loss. He argues that this new super-rich capitalism, if not balanced by a renewal of the state and community, will not only destroy politics and governance, but democracy as well, and he shows exactly how the European Union, and other embryonic 'regional' super-states, can combat these excesses of globalization, and restore a more 'social democratic' society.

First published in 1982, this influential and classic text poses two questions: what is it that a child learns when he or she learns to write? What can we learn about children, society and ourselves, by looking at this process? The book is based on a close analysis of a series of written texts by primary school children and is written for student teachers with little or no knowledge of linguistics. In this new edition, Gunther Kress has made extensive revisions in the light of recent developments in linguistics and in education. The theoretical focus is now a social semiotic one, which allows a fundamental rethinking of issues such as 'preliteracy' and broad social and cultural questions around the making of texts.