1. Power and policy analysis Power between the tie and t-shirt Challenging the Crisis, Brussels, 7 July 2014 Dr. Momodou Sallah and Dr. Celina Del Felice

2. Objetives  Introduce power analysis tools  Althusser  Thompson’s PCS model  Freire  Berger and Luckmann  Gaventa’s power cube  Explain how these tools can be applied with case studies  Apply the tools to your own context

3. Understanding power  Decisional power: interests  Discursive power: ideas, words, identities and norms Inseparability of interests, identities and norms

4. Seduced by the defective logic: challenging the construction of normality  Althusser (1971) Repressive State Apparatus and the Ideological State Apparatuses  Berger and Luckmann (1967) construction of Social Reality  Freire “defective logic”  Thompson’s PCS

5. Althusser (1971)  Repressive State Apparatus (e.g.Police, Administration, Army)  Ideological State Apparatus (e.g. Media, Education and religious outlets)  Organised vs diverse  Hegemony through ISA

6. Berger and Luckmann (1967) Construction of Social Reality  “The world of everyday life is not only taken for granted as reality by the ordinary members of society in the subjectively meaningful conduct of their lives. It is a world that originates in their thoughts and actions, and is maintained as real by these.” (p 33)  “The thing we know about our world and how it works are not things out there in the world that we merely observe. Rather they were constructed by human meaning making” (Rogers, 1989:26)

7. 7 Paulo Freire and the Banking Concept of Education  Banking vs. Problem posing  Liberation vs. domestification  Education is political in nature  Intransitive, semi transitive and critical transitivity  “One of the gravest obstacles to the achievement of liberation is that oppressive reality absorb those within it and thereby acts to submerge human beings consciousness” (Freire 1971:33)

8. Education is Neutral?  “There is no such thing as a neutral educational process. Education either functions as an instrument that is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it, or it becomes ‘the practice of freedom,’ the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world” (Shaull in Freire 1972:16)

9. Thompson (2003) PCS model PCSG (DMU YCD 2013)

10. Gaventa’s power cube

11. European Parliament Brussels, 28 January 2009 Clarion Hotel (VII Round of Negotiations EU-CA Association Agreement Tegucigalpa, 31 March 2009 Invited spaces – created spaces

12. What is the power of citizen activism? … contributes to shape the normative contents of global politics. (What is perceived as right and wrong?) Also economic normative contents? Nelson and Dorsey (2007). EJIR 13 (2): 187-216 (new rights advocacy) Gold and Morin (2010). EJIR 16(4): 563–587 (right to health and intellectural property rights

13. Actions and the EPAs Campaign

14. Actions in Europe and Central America

15. Strategies of transnational activism Coordinated actions: “North” & “South” “Concentrated” interests with material capabilities (bussiness associations, trade unions) and “diffuse” interests, groups advocating for general societal well-being (environmental and development orgs) Mix of approaches to activism (“insider” and “outsider” strategies) Picture: http://www.waronwant.org/images/stories/trade_justice/trade_ju stice_homepage.jpg (Accessed 28 November 2011) http://www.waronwant.org/images/stories/trade_justice/trade_ju stice_homepage.jpg

16. Power in discourse Ways of acting Global markets integration Created spaces Challenges to markets integration Ways of representing economic reality Invited spaces

17. Affecting the EU Surprise…Responding…

18. The response of the EU

19. What explains the power of these campaigns? Resources to mobilise – and sustain advocacy over time Type of networks: N-S, interests and ideas Mix of strategies: protests and dialogue Discursive capacity: Links to and reinforcement of (some) Southern governments positions

20. Now it’s your turn What resources to mobilise do you have? What approaches to activism can you use? Prefer to use? What spaces can you use? What networks and coalitions can you build? Who are all the stakeholders? What are your ideas? How do they relate to the ideas of others?