From 1989 to 1992, all of the socialist dictatorships in Europe (including the Soviet Union) collapsed, as did the Soviet bloc. Yugoslavia, the Soviet Union and Czechoslovakia dismembered, and the Cold War international order came to an abrupt end. Based on a series of controlled comparisons among regimes and states, Valerie Bunce argues in this book that two factors account for these remarkable developments: the institutional design of socialism as a regime, a state, and a bloc, and the rapid expansion during the 1980s of opportunities for domestic and international change. When combined, institutions and opportunities explain not just when, how, and why these regimes and states disintegrated, but also some of the most puzzling features of these developments - why, for example, the collapse of socialism was largely peaceful and why Yugoslavia, but not the Soviet Union or Czechoslovakia, disintegrated through war.

The trouble with law schools -- The problem with legal history -- Subversive legal history -- The F in feminist legal history -- The perils of periodisation -- Counterfactual legal history -- The parallel world of legal geography -- We are all legal historians now.

By Amos Vogel. Foreword by Scott MacDonald.

This interdisciplinary volume examines the place of critical and creative pedagogies in the academy and beyond, offering insights from leading and emerging international theorists and scholar-activists on innovative theoretical and practical interventions for the classroom, the university, and the public sphere. Subversive Pedagogies draws attention to creative and critical pedagogies as a resource for engaging pressing problems in global politics. The collection explores the radical potential of pedagogy to transform students, scholars, citizens, and institutions. It brings together scholars and students from a range of disciplinary backgrounds, including international relations, political science, indigenous studies, feminist theory, and theatre studies, as well as practitioners in theatre and the arts. These diverse voices explore innovative pedagogical practices that extend our understanding of where pedagogy happens, invite critical assessment of the ways the neoliberal university shapes and restricts pedagogical engagement, and offer both theoretical and practical tools to explore more creative and broader understandings of what pedagogy can and should do. The book will appeal to scholars and students from a range of disciplinary backgrounds, including international relations, political science, indigenous studies, feminist theory, theatre studies, and education theory, as well as practitioners in theatre and the arts.