Rethinking European Union Foreign Policy

The United States Supreme Court is an important, exciting and controversial institution. This book includes the major decisions of the 2014 and 2015 Supreme Court Term. It examines some of the fascinating policy issues that are central to the Court by examining its contemporary agenda. The book analyses the Court's major decisions on controversial issues such as race, abortion, capital punishment and gay rights. It explains the ideas that underpinned the creation of the Supreme Court in the first place and how and why it has changed over the years. The book then investigates how the framers of the Constitution envisaged the nature and the role of the Supreme Court, and how and why these have evolved. With examples, it also explains the process by which the personal, the judicial and the political are interwoven in some of the Court's most important cases. Next, the book takes up the specifically judicial and legal basics of the Court's structure and processes and looks at the rules and procedures that govern the Justices' work. The key concept of judicial review, the source of the Court's power is then examined. The book moves on to analyse one of the most controversial features of the contemporary Supreme Court, the process of appointing new Justices, and examines the politicisation of the appointment process. Finally, it explores how powerful is the Court and what is its role in American government and politics.

This book is a series of 'remarks' and 'sketches', which together form a mosaic to show how the use of the referendum followed a strict, almost Hegelian pattern of the 'unfolding of freedom' throughout the ages. It outlines how referendums have been used in Britain and abroad, presenting some of the arguments for and against this institution. The book commences with an outline of the world history of the referendum from the French Revolution to the present day, and then discusses the British experience up to 2010. The book examines the referendum on European Economic Community membership in 1975, considering the alternative vote referendum in 2011 and the referendum on Scottish independence in 2014. Next, the United Kingdom European Union membership referendum in 2016, especially the campaign leading up to it, is discussed. After the analysis of the Brexit referendum, the book touches on the Maltese referendum on divorce in 2011. It summarises some of the trends and tendencies in the use of the referendum internationally, highlighting that Britain is not a unique case in holding referendums. The book shows that, notwithstanding the general assumptions about referendums, these are not usually associated with demagogues and populism, but the referendum has tended to be used as a constitutional safeguard. However, in Britain, a country without a formal written constitution, these safeguards were not in place. For the referendum to work, for this institution to be a constitutional safeguard, it must be a people's shield and not the government's sword.

Nineteenth-century evangelical Protestant missionary groups commonly assumed that they were the most apt providers of education to non-Europeans in British colonies. Christian schooling was deemed imperative for modernising societies to withstand secularising forces. This significant study examines this assumption by drawing on key moments in the development of missionary education from the 1830s to the beginning of the twentieth century. The book is the first to survey the changing ideologies behind establishing mission schools across the spectrum of the British Empire. It examines the Negro Education Grant in the West Indies, the Aborigines Select Committee (British Settlements), missionary conferences in 1860 and 1910 as well as drawing on local voices and contexts from Southern Africa, British India and Sri Lanka to demonstrate the changing expectations for, engagement with and ideologies circulating around mission schools resulting from government policies and local responses. By the turn of the twentieth century, many colonial governments had encroached upon missionary schooling to such an extent that the symbiosis that had allowed missionary groups autonomy at the beginning of the century had morphed into an entanglement that secularised mission schools. The spread of ‘Western modernity’ through mission schools in British colonies affected local cultures and societies. It also threatened Christian religious moral authority, leading missionary societies by the World Missionary Conference in Edinburgh in 1910 to question the ambivalent legacy of missionary schooling, and to fear for the morality and religious sensibilities of their pupils, and indeed for morality within Britain and the Empire.