Textbooks and Educational Media

ISSN: 2995-8407

This series emphasizes the intersectoral and regional/national nature of textbooks and educational media. In doing so, it reaches beyond the objective of theory development in the various fields related to textbooks and educational media. It establishes synergies between disciplinary, linguistic, and industry communities at various scales ranging from the local to the global. As a multilingual endeavor, the series connects regional discourses within a common framework without working towards a hegemonic global discourse (in English). The series stresses the multifaceted nature of (digital) textbook and educational media research, design, production, and usage across the globe.

2 publications

Enjeux internationaux / International Issues

ISSN: 2030-3688

Studies in international relations, particularly historical, stem from the changing face of diplomacy over time, where the deeper forces at play, such as those once defined by Pierre Renouvin, are taken into account. Individual states, and those who define and implement their policies, are placed at the heart of global life. According to this concept, countries pursue a course of action by taking advantage of the most diverse range of tools they can rely on, such as economic or cultural resources, which act alone or interact with others. The study of international relations grew into different fields of analysis during the 20th century, but it is now subject to a new scrutiny in this era of globalisation. This concept, which coincides with the development of neo-liberal analysis since the 1980s, reveals a new awareness about the increased number of actors NGOs and multinational companies, for example but also the large autonomy they enjoy when it comes to action. This series aims to portray these new perspectives and their impact on current research. Without casting aside studies in international relations that focus on states, it tries to better understand the diverse range of factors that play out on the world stage and how they relate to each other from the high stakes in sport to the use of colonial memory. This series targets academics and analysts who wish to apply 20th century history to contemporary thought. L’étude des relations internationales, tout particulièrement dans le champ historique, est issue d’une histoire diplomatique largement rénovée à travers la prise en compte des forces profondes telles que les a jadis définies Pierre Renouvin. Elle place les États et ceux qui sont chargés de définir et de mettre en œuvre leur politique au cœur de la vie internationale. Selon cette conception, les États conduisent leur action en jouant sur la palette des moyens les plus divers sur lesquels ils peuvent s’appuyer, tels que l’économie ou la culture, et qui agissent ou interagissent les uns par rapport aux autres. La démultiplication des champs d’analyse de la vie internationale se développe ainsi tout au long du XXe siècle, mais est l’objet d’un nouveau regard en ces temps de mondialisation. Cette dernière, contemporaine du développement des analyses néo-libérales depuis les années 1980, témoigne tout à la fois de la prise de conscience de la démultiplication des acteurs en présence – ONG, entreprises multinationales par exemple – et de la large autonomie d’action de ces multiples acteurs. La collection « enjeux internationaux » se veut représentative de ces perspectives renouvelées et de leur impact sur les recherches actuelles. Sans abandonner l’étude des relations internationales centrées sur les États, elle cherche à mieux appréhender la diversité des segments qui composent le champ international et le mode de relations entre ces derniers : de l’enjeu que constitue le sport à celui de l’usage de la mémoire coloniale. Elle s’adresse ainsi aux universitaires et analystes souhaitant interroger les grandes thématiques du siècle dernier au service d’une réflexion sur le présent.

56 publications

Eruptions: New Feminism Across the Disciplines

ISSN: 1091-8590

This is a series of red-hot women's writing after the "isms." lt focuses on new cultural assemblages that are emerging from the deformation, breakout, ebullience, and discomfort of postmodern feminism. The series brings together a post-foundational generation of women's writing that, while still respectful of the idea of situated knowledge, does not rely on neat disciplinary distinctions and stable political coalitions. This writing transcends some of the more awkward textual performances of a first generation of "ferninism-meets-postmodernism" scholarship. lt has come to terms with its own body of knowledge as shifty, inflammatory, and ungovernable, The aim of the series is to make this cutting edge thinking more readily available to undergraduate and postgraduate students, researchers and new academics, and professional bodies and practitioners. Thus, we seek contributions from writers whose unruly scholastic projects are expressed in texts that are accessible and seductive to a wider academic readership. Proposals and/or manuscripts are invited from the domains of: "post" humanities, human movement studies, sexualities, media studies, literary criticism, information technologies, history of ideas, performing arts, gay and lesbian studies, cultural studies, post-colonial studies, pedagogics, social psychology, and the philosophy of science. We are particularly interested in publishing research and scholarship with international appeal from Australia, New Zealand, and the United Kingdom. This is a series of red-hot women's writing after the "isms." lt focuses on new cultural assemblages that are emerging from the deformation, breakout, ebullience, and discomfort of postmodern feminism. The series brings together a post-foundational generation of women's writing that, while still respectful of the idea of situated knowledge, does not rely on neat disciplinary distinctions and stable political coalitions. This writing transcends some of the more awkward textual performances of a first generation of "ferninism-meets-postmodernism" scholarship. lt has come to terms with its own body of knowledge as shifty, inflammatory, and ungovernable, The aim of the series is to make this cutting edge thinking more readily available to undergraduate and postgraduate students, researchers and new academics, and professional bodies and practitioners. Thus, we seek contributions from writers whose unruly scholastic projects are expressed in texts that are accessible and seductive to a wider academic readership. Proposals and/or manuscripts are invited from the domains of: "post" humanities, human movement studies, sexualities, media studies, literary criticism, information technologies, history of ideas, performing arts, gay and lesbian studies, cultural studies, post-colonial studies, pedagogics, social psychology, and the philosophy of science. We are particularly interested in publishing research and scholarship with international appeal from Australia, New Zealand, and the United Kingdom. This is a series of red-hot women's writing after the "isms." lt focuses on new cultural assemblages that are emerging from the deformation, breakout, ebullience, and discomfort of postmodern feminism. The series brings together a post-foundational generation of women's writing that, while still respectful of the idea of situated knowledge, does not rely on neat disciplinary distinctions and stable political coalitions. This writing transcends some of the more awkward textual performances of a first generation of "ferninism-meets-postmodernism" scholarship. lt has come to terms with its own body of knowledge as shifty, inflammatory, and ungovernable. The aim of the series is to make this cutting edge thinking more readily available to undergraduate and postgraduate students, researchers and new academics, and professional bodies and practitioners. Thus, we seek contributions from writers whose unruly scholastic projects are expressed in texts that are accessible and seductive to a wider academic readership. Proposals and/or manuscripts are invited from the domains of: "post" humanities, human movement studies, sexualities, media studies, literary criticism, information technologies, history of ideas, performing arts, gay and lesbian studies, cultural studies, post-colonial studies, pedagogics, social psychology, and the philosophy of science. We are particularly interested in publishing research and scholarship with international appeal from Australia, New Zealand, and the United Kingdom.

16 publications

Euroclio

ISSN: 0944-2294

«Euroclio» is a scientific and editorial project, a network of research institutions and researchers, and an ideas forum. «Euroclio» as an editorial project consists of two aspects: the first concerns studies and documents, the second concerns tools. Both are aimed at making the results of research more accessible, and also at opening up paths through the history of European construction/integration/unification. The «Euroclio» series meets a dual objective: – to provide reference tools for research, – to provide a platform for this research in terms of the publication of results. The series thus consists of two sub-series that satisfy these requirements: the «Études et Documents» (Studies and Documents) series and the «Références» (References) series. These two series are aimed at general libraries and/or university history departments, teachers and researchers, and in certain cases, specific professional circles. « Euroclio » est un projet scientifique et éditorial, un réseau d’institutions de recherche et de chercheurs, un forum d’idées. « Euroclio », en tant que projet éditorial, comprend deux versants : le premier versant concerne les études et documents, le second versant les instruments de travail. L’un et l’autre visent à rendre accessibles les résultats de la recherche, mais également à ouvrir des pistes en matière d’histoire de la construction/intégration/unification européenne. La collection « Euroclio » répond à un double objectif : offrir des instruments de travail, de référence, à la recherche ; offrir une tribune à celle-ci en termes de publication des résultats. La collection comprend donc deux séries répondant à ces exigences : la série « Études et Documents » et la série « Références ». Ces deux séries s’adressent aux bibliothèques générales et/ou départements d’histoire des universités, aux enseignants et chercheurs, et dans certains cas, à des milieux professionnels bien spécifiques. La série « Études et Document s» comprend des monographies, des recueils d’articles, des actes de colloque et des recueils de textes commentés à destination de l’enseignement. La série « Références » comprend des bibliographies, guides et autres instruments de travail, participant ainsi à la création d'une base de données constituant un « Répertoire permanent des sources et de la bibliographie relatives à la construction européenne ».

112 publications

Konsulat und Kaiserreich

ISSN: 1613-785X

Die Publikationsreihe “Konsulat und Kaiserreich“ veröffentlicht im Bereich der Geschichtswissenschaft Beiträge zur Neueren Geschichte. Die Monographien der Reihe widmen sich dabei Studien und Quellen zu den europäischen Perspektiven des napoleonischen Zeitalters. Der Herausgeber der Reihe Erich Pelzer ist Professor für Neuere Geschichte und beschäftigt sich in seinen Forschungsarbeiten unter anderem mit Themen rund um Napoleon Bonaparte.

6 publications

Schriften zur Unternehmensplanung

Die Buchreihe “Schriften zur Unternehmensplanung“ widmet sich Themen aus dem Fachbereich der Betriebswirtschaft. Die Monographien fokussieren vielfältige Forschungsschwerpunkte aus den Gebieten der strategischen Unternehmensführung sowie dem Projektmanagement. Es erscheinen in der Reihe sowohl Bände in deutscher als auch in englischer Sprache.

90 publications

Beiträge zur vergleichenden Bildungsforschung / Studies in Comparative Educations

ISSN: 0943-688X

8 publications

Sabest. Saarbrücker Beiträge zur Sprach- und Translationswissenschaft

Die wissenschaftliche Buchreihe "Saarbrücker Beiträge zur Sprach- und Translationswissenschaft" (Sabest) wurde im Jahr 1999 anläßlich des 50jährigen Jubiläums der Fachrichtung Angewandte Sprachwissenschaft sowie Übersetzen und Dolmetschen der Universität des Saarlandes gegründet. Den ersten Band bilden somit die 560seitigen Kongreßakten dieses Events, die unter dem Titel Modelle der Translation – Grundlagen für Methodik, Bewertung und Computermodellierung einen Überblick über die verschiedenen Perspektiven vermitteln, aus denen sich die Wissenschaft heute den Fragen der Translation zuwendet. Diese weite Sicht und die Vernetzung der Translationswissenschaft mit anderen Disziplinen charakterisieren die Ausrichtung der Buchreihe. Zugrunde liegt die Überzeugung, daß die eigentümlichen wissenschaftlichen Fragestellungen des Übersetzens und Dolmetschens ihren Ausgangspunkt im Phänomen der Sprache und des Schrifttums nehmen, so daß die Sprach-, Literatur- und Kulturwissenschaften im Zentrum translatorischen Geschehens stehen. Zum Kernbereich von Sabest gehören ebenfalls die neueren Entwicklungen in der maschinellen Übersetzung und Sprachdatenverarbeitung. Mit Band 27 wurde die Reihe abgeschlossen. Die wissenschaftliche Buchreihe "Saarbrücker Beiträge zur Sprach- und Translationswissenschaft" (Sabest) wurde im Jahr 1999 anläßlich des 50jährigen Jubiläums der Fachrichtung Angewandte Sprachwissenschaft sowie Übersetzen und Dolmetschen der Universität des Saarlandes gegründet. Den ersten Band bilden somit die 560seitigen Kongreßakten dieses Events, die unter dem Titel Modelle der Translation – Grundlagen für Methodik, Bewertung und Computermodellierung einen Überblick über die verschiedenen Perspektiven vermitteln, aus denen sich die Wissenschaft heute den Fragen der Translation zuwendet. Diese weite Sicht und die Vernetzung der Translationswissenschaft mit anderen Disziplinen charakterisieren die Ausrichtung der Buchreihe. Zugrunde liegt die Überzeugung, daß die eigentümlichen wissenschaftlichen Fragestellungen des Übersetzens und Dolmetschens ihren Ausgangspunkt im Phänomen der Sprache und des Schrifttums nehmen, so daß die Sprach-, Literatur- und Kulturwissenschaften im Zentrum translatorischen Geschehens stehen. Zum Kernbereich von Sabest gehören ebenfalls die neueren Entwicklungen in der maschinellen Übersetzung und Sprachdatenverarbeitung. Mit Band 27 wurde die Reihe abgeschlossen. Die wissenschaftliche Buchreihe "Saarbrücker Beiträge zur Sprach- und Translationswissenschaft" (Sabest) wurde im Jahr 1999 anläßlich des 50jährigen Jubiläums der Fachrichtung Angewandte Sprachwissenschaft sowie Übersetzen und Dolmetschen der Universität des Saarlandes gegründet. Den ersten Band bilden somit die 560seitigen Kongreßakten dieses Events, die unter dem Titel Modelle der Translation – Grundlagen für Methodik, Bewertung und Computermodellierung einen Überblick über die verschiedenen Perspektiven vermitteln, aus denen sich die Wissenschaft heute den Fragen der Translation zuwendet. Diese weite Sicht und die Vernetzung der Translationswissenschaft mit anderen Disziplinen charakterisieren die Ausrichtung der Buchreihe. Zugrunde liegt die Überzeugung, daß die eigentümlichen wissenschaftlichen Fragestellungen des Übersetzens und Dolmetschens ihren Ausgangspunkt im Phänomen der Sprache und des Schrifttums nehmen, so daß die Sprach-, Literatur- und Kulturwissenschaften im Zentrum translatorischen Geschehens stehen. Zum Kernbereich von Sabest gehören ebenfalls die neueren Entwicklungen in der maschinellen Übersetzung und Sprachdatenverarbeitung. Mit Band 27 wurde die Reihe abgeschlossen.

27 publications

Forschungen zu Geschichte und Kultur der böhmischen Länder

ISSN: 2197-2885

9 publications

Forschungen zur Wirtschafts-, Finanz- und Sozialgeschichte

ISSN: 0941-4754

7 publications

Travaux interdisciplinaires et plurilingues

ISSN: 1663-9367

In collaboration with the CRPM (Centre de Recherches Pluridisciplinaires Multilingues) of the University of Paris Nanterre, the "Travaux Interdisciplinaires et Plurilingues" series aims to promote interdisciplinary and plurilingual research. It welcomes works which contribute to the understanding of cultural, national and transnational imaginaries, in their historical, political, translational and media dimensions. Series edited by Dorothée Cailleux, Lucia Quaquarelli et Licia Reggiani Scientific board Sylvie Aprile, Université Paris Nanterre Pascale Cohen-Avenel, Université Paris Nanterre Michael Cronin, Trinity College Dublin Chiara Denti, Università di Parma Rainier Grutman, Université d’Ottawa Marina Guglielmi, Università di Cagliari Brigitte Krulic, Université Paris Nanterre Rita Monticelli, Università di Bologna Jean Robert Raviot, Université Paris Nanterre Lawrence Venuti, Temple University Eric Vial, Université de Cergy-Pontoise Yoan Vilain, Humboldt Universität Berlin Dirk Weissmann, Université Toulouse Jean Jaurès En collaboration avec le CRPM (Centre de Recherches Pluridisciplinaires Multilingues) de l’Université Paris Nanterre, la collection "Travaux Interdisciplinaires et Plurilingues" a pour but de favoriser la recherche interdisciplinaire et plurilingue. Elle accueille des ouvrages qui contribuent à la compréhension des imaginaires culturels, nationaux et transnationaux, dans leurs dimensions historiques, politiques, traductives et médiatiques. Collection placée sous la direction de Dorothée Cailleux, Lucia Quaquarelli et Licia Reggiani Comité scientifique Sylvie Aprile, Université Paris Nanterre Pascale Cohen-Avenel, Université Paris Nanterre Michael Cronin, Trinity College Dublin Chiara Denti, Università di Parma Rainier Grutman, Université d’Ottawa Marina Guglielmi, Università di Cagliari Brigitte Krulic, Université Paris Nanterre Rita Monticelli, Università di Bologna Jean Robert Raviot, Université Paris Nanterre Lawrence Venuti, Temple University Eric Vial, Université de Cergy-Pontoise Yoan Vilain, Humboldt Universität Berlin Dirk Weissmann, Université Toulouse Jean Jaurès In collaboration with the CRPM (Centre de Recherches Pluridisciplinaires Multilingues) of the University of Paris Nanterre, the "Travaux Interdisciplinaires et Plurilingues" series aims to promote interdisciplinary and plurilingual research. It welcomes works which contribute to the understanding of cultural, national and transnational imaginaries, in their historical, political, translational and media dimensions. Series edited by Dorothée Cailleux, Lucia Quaquarelli et Licia Reggiani Scientific board Sylvie Aprile, Université Paris Nanterre Pascale Cohen-Avenel, Université Paris Nanterre Michael Cronin, Trinity College Dublin Chiara Denti, Università di Parma Rainier Grutman, Université d’Ottawa Marina Guglielmi, Università di Cagliari Brigitte Krulic, Université Paris Nanterre Rita Monticelli, Università di Bologna Jean Robert Raviot, Université Paris Nanterre Lawrence Venuti, Temple University Eric Vial, Université de Cergy-Pontoise Yoan Vilain, Humboldt Universität Berlin Dirk Weissmann, Université Toulouse Jean Jaurès

44 publications

Ecological Pedagogy, Curriculum and Scholarship

This book series is premised on the ecological understanding that all of education– all of the living fields of knowledge entrusted to teachers and students in schools, all of the gestures of teaching and learning itself – is full of relations, interdependencies, ancestries, places, voices animated by lived and learned experiences. Ecological pedagogy, curriculum and scholarship understands that all living fields of knowledge must be taught and learned as such, with all of their intrinsic and animate rigours, complexities, interrelatedness, and earthly responsibilities. In these ecologically sorrowful times, our individual and collective impulse to raise voices of commiseration and encouragement to those working inside and outside of schools bristles with urgency. And this just at a time when the world also seems to be churning with increasing distractions and fakeries whose beneficiaries are not of this earth. Schools and schooling are caught up in ongoing yet ever-shifting inheritances of place and displacement, privilege, colonialism, gender and so on. They are also subject to legacies of indiscriminate standardization, efficiency, fragmentation and all of the ramped-up, exhausting and exhausted distractions of our current age. Education often drags along with its tenacious legacies of thinking and practice that are mostly silent, often silencing, simply taken for granted as just the way things are. Schooling itself, in so many quarters, has become an ecological disaster. Many teachers have studied and voiced these matters, while pursuing more venturous, ecologically sound work in their classroom, all this in deliberate resistance to the marginalization of such work. The series invites scholarly, enlivening and healing ways of researching and writing that attempt to live up to the ecologies of the topics themselves, each in their own ways and languages, each laden with their own ancestries, troubles, and insights – eco-hermeneutics, interpretive research, poetic inquiry, autobiographical and life writing, currere, Indigenous research, arts-based inquiry, storytelling and emergent ways and means of knowing. None of these are merely methodologies. Each involves myriad encounters, myriad relationships, myriad possibilities. In trying to find the measure of what is written within the things written about, these ways are in themselves ecological and pedagogical. They are locales where our relations are worked out, our songs are sung, our silences are shared, and our individual and collective stories are lived, contested, shaped and re-told. The logo for this book series is a Celtic Knot drawn by Eric Jardine in 1992. It became the cover illustration of a self-published book that year. It is a reminder of how long-standing is this current stream of work in education, stretching far back from there. These stretches are part of the ecological imagination itself. This book series is premised on the ecological understanding that all of education– all of the living fields of knowledge entrusted to teachers and students in schools, all of the gestures of teaching and learning itself – is full of relations, interdependencies, ancestries, places, voices animated by lived and learned experiences. Ecological pedagogy, curriculum and scholarship understands that all living fields of knowledge must be taught and learned as such, with all of their intrinsic and animate rigours, complexities, interrelatedness, and earthly responsibilities. In these ecologically sorrowful times, our individual and collective impulse to raise voices of commiseration and encouragement to those working inside and outside of schools bristles with urgency. And this just at a time when the world also seems to be churning with increasing distractions and fakeries whose beneficiaries are not of this earth. Schools and schooling are caught up in ongoing yet ever-shifting inheritances of place and displacement, privilege, colonialism, gender and so on. They are also subject to legacies of indiscriminate standardization, efficiency, fragmentation and all of the ramped-up, exhausting and exhausted distractions of our current age. Education often drags along with its tenacious legacies of thinking and practice that are mostly silent, often silencing, simply taken for granted as just the way things are. Schooling itself, in so many quarters, has become an ecological disaster. Many teachers have studied and voiced these matters, while pursuing more venturous, ecologically sound work in their classroom, all this in deliberate resistance to the marginalization of such work. The series invites scholarly, enlivening and healing ways of researching and writing that attempt to live up to the ecologies of the topics themselves, each in their own ways and languages, each laden with their own ancestries, troubles, and insights – eco-hermeneutics, interpretive research, poetic inquiry, autobiographical and life writing, currere, Indigenous research, arts-based inquiry, storytelling and emergent ways and means of knowing. None of these are merely methodologies. Each involves myriad encounters, myriad relationships, myriad possibilities. In trying to find the measure of what is written within the things written about, these ways are in themselves ecological and pedagogical. They are locales where our relations are worked out, our songs are sung, our silences are shared, and our individual and collective stories are lived, contested, shaped and re-told. The logo for this book series is a Celtic Knot drawn by Eric Jardine in 1992. It became the cover illustration of a self-published book that year. It is a reminder of how long-standing is this current stream of work in education, stretching far back from there. These stretches are part of the ecological imagination itself. This book series is premised on the ecological understanding that all of education– all of the living fields of knowledge entrusted to teachers and students in schools, all of the gestures of teaching and learning itself – is full of relations, interdependencies, ancestries, places, voices animated by lived and learned experiences. Ecological pedagogy, curriculum and scholarship understands that all living fields of knowledge must be taught and learned as such, with all of their intrinsic and animate rigours, complexities, interrelatedness, and earthly responsibilities. In these ecologically sorrowful times, our individual and collective impulse to raise voices of commiseration and encouragement to those working inside and outside of schools bristles with urgency. And this just at a time when the world also seems to be churning with increasing distractions and fakeries whose beneficiaries are not of this earth. Schools and schooling are caught up in ongoing yet ever-shifting inheritances of place and displacement, privilege, colonialism, gender and so on. They are also subject to legacies of indiscriminate standardization, efficiency, fragmentation and all of the ramped-up, exhausting and exhausted distractions of our current age. Education often drags along with its tenacious legacies of thinking and practice that are mostly silent, often silencing, simply taken for granted as just the way things are. Schooling itself, in so many quarters, has become an ecological disaster. Many teachers have studied and voiced these matters, while pursuing more venturous, ecologically sound work in their classroom, all this in deliberate resistance to the marginalization of such work. The series invites scholarly, enlivening and healing ways of researching and writing that attempt to live up to the ecologies of the topics themselves, each in their own ways and languages, each laden with their own ancestries, troubles, and insights – eco-hermeneutics, interpretive research, poetic inquiry, autobiographical and life writing, currere, Indigenous research, arts-based inquiry, storytelling and emergent ways and means of knowing. None of these are merely methodologies. Each involves myriad encounters, myriad relationships, myriad possibilities. In trying to find the measure of what is written within the things written about, these ways are in themselves ecological and pedagogical. They are locales where our relations are worked out, our songs are sung, our silences are shared, and our individual and collective stories are lived, contested, shaped and re-told. The logo for this book series is a Celtic Knot drawn by Eric Jardine in 1992. It became the cover illustration of a self-published book that year. It is a reminder of how long-standing is this current stream of work in education, stretching far back from there. These stretches are part of the ecological imagination itself.

5 publications

New International Insights/Nouveaux Regards sur l’International

ISSN: 1780-5414

En hommage au fondateur de l’ancienne collection Regards sur l’international, Eric REMACLE, les éditeurs ont proposé de le renommer New International Insights. Leur objectif consiste à inviter les auteurs potentiels à considérer les situations, les études de cas et les dynamiques qu'ils souhaitent analyser et conceptualiser comme innovantes dans un ordre mondial de plus en plus multipolaire, plus que comme une simple continuation des évolutions et des théories passées. C'est l'approche qui caractérise les propres recherches des éditeurs. Plus d'un quart de siècle après la fin de la guerre froide, les innovations constantes eurasiennes, transatlantiques, africaines, asiatiques-pacifiques et panaméricaines remettent en question les conclusions les plus analytiques presque aussitôt qu'elles ont été formulées. Pourtant, il y a un besoin de théorie. Les exemples dépasseraient le cadre de cette brève présentation, mais une illustration valable peut être suggérée: le tournant par lequel une Asie sino-post-soviétique déjà innovante s'est révélée capable, tout en étant au stade de sa première affirmation, d’engager l'Asie du Sud et de construire une relation triangulaire Chine-Russie-India qui bouscule, voire remet en question la plupart des visions existantes de l’Asie, notamment les visions néoréalistes. Les visions traditionnelles cèdent ainsi aux incertitudes contemporaines. Alors que les acteurs non-étatiques provoquent toujours le recul, le retrait ou le trébuchement des États, de nouvelles constructions trans-nationales et même trans-continentales, font «　revenir　» les États, même si c’est autour d’objectifs différents: logistiques et commerciaux, tandis que la coopération militaire apparaît comme une forme datée et remise en question de mise en œuvre de la sécurité . New International Insights vise à équilibrer les publications de livres d'auteurs de toutes origines intellectuelles, occidentales et orientales, d’auteurs du Nord et du Sud. Ce n’est qu’ainsi que l’on pourra espérer faire avancer la vision de ses premiers fondateurs. Un monde post-moderne a besoin d’une épistémologie post-occidentale pour dévoiler sa nouvelle signification. Les manuscrits en science politique et en sciences sociales sont invités à être soumis, de préférence en anglais, entre 450 000 et 650 000 signes, notes et annexes comprises. * * * In tribute to the late founder of the collection, Eric Remacle, the editors have proposed to call this book series New International Insights. The novelty thus pursued consists of inviting prospective authors also to view the situations, case-studies and dynamics they analyse and conceptualise as innovative in an increasingly multipolar world order, more than as a mere continuation of past evolutions and theories. This is the approach characterising the editors' own research. Over a quarter of a century after the end of the cold war, Eurasian as well as Transatlantic, African, Asian-Pacific and pan-American constant innovations question most analytical conclusions almost as soon as they are reached. Yet, there is a need for theory. Examples would exceed the scope of this short presentation but a worthwhile illustration can be suggested: the turning point whereby an already innovative, sino-postsoviet Asia has proven capable, while still in its affirmative stage, to engage South Asia and construct a China-Russia-India triangle that offsets or even jeopardises most existing visions of Asia, notably neo-realist ones. Traditional visions thus yield to contemporary uncertainties. While non-State actors are still causing States to wither, withdraw or falter, new transnational and even transcontinental constructions are bringing States back in, however much around different objectives: logistical and commercial, while military cooperation appears a dated and questionable form of security enforcement. New International Insights aims at balancing book publications among authors of all intellectual origins, western as well as eastern, northern as well as southern. Only in this manner can it hope to take the vision of its early founders one step further. A post-modern world needs post-western epistemology in order to wield its new meaning. Manuscripts in political science and social sciences are encouraged for submission, preferably in English, between 450,000 and 650,000 signs. ----------------- *Responsables de collection/Series Editors* -Pierre Chabal (PhD, Dr Habil), Political Sc. Associate Professor (regional studies), Le Havre University. Sciences-Po Europe-Asia campus 2007-2024 -Esra Lagro (PhD), Jean Monnet Professor of European Union Governance and Professor of International Relations, CIRP, Turkey -Saniya Nurdavletova (PhD), Eurasian National University and Astana International University, Director of Centre for International Studies -Brigitte Vassort-Rousset (PhD), Professor Emerita in Political Science. Former ECPR-SGIR Chairperson. Research Fellow Sciences-Po Grenoble -------- *Comité scientifique/Scientific advisory Committee* -Aliya Akatayeva, Satpayev University, Almaty, Kazakhstan Regional construction of Central Asia, Regional organisations of Central Asia -Antonio Alonso Marcos, San-Pablo University, Madrid : EU Foreign Policy and diplomacy, EU-Kazakh and EU-CA relations -Nosgoi Altantsetseg, National University of Mongolia (ret.) History of East Asia, China and Russia, diplomatic relations -Libère Bararunyeretse, Ambassador (ret.) Ph.D., International negotiation processes, conflict resolution studies, African studies -Aibolat Dakelkhan, Gumilyov ENU, Astana -- Kazakhstans foreign policy, Chinas diplomacy, Kazakh-Chinese relations -Jean-Pascal Daloz, CNRS (Research Director) France and Yale University Political representation, cultures, social distinction, comparativism -Turtogtokh Janar, Professor at National University of Mongolia Political sociology of Mongolia and East-Asia, social and political mobilisation -George Kallander, Professor at Syracuse University, United States History of East Asia, Korea and Japan, social movements -Nedret Kuran, Professor Dr Emerita of Comparative cultural studies and European studies Policies of reciprocal perceptions -Sylvie Lemasson, Ph.D., Dr. Habil., Political Science Associate Professor at Sciences Po Grenoble, Diplomat European history, Border studies, International cooperation -Giuliano Luongo, Pegaso University, Italy. Transport geography, energy and sustainable development -Kyun-Gyon Moon, Jeonbuk National University, Seoul : UN, SDG, Financial Aid,Indo-Pacific, APR, Public Diplomacy

19 publications