Literatura académica sobre el tema "United States – Politics and government – Textbooks"

ABSTRACTTextbooks are the most important pedagogical tools in higher education and they should convey sufficient and accurate information on minority groups and women in the United States. Yet textbooks tend to marginalize these groups in their depictions. This article examines the coverage of Asian Pacific Americans in twenty-eight American Government or Politics textbooks. Asian Pacific Americans have faced a unique history of exclusion, discrimination, and stereotyping. The content analysis of the textbooks reveals that textbooks do not fully cover their history and contributions to US politics, either measured by page numbers or by historical events and figures important to Asian Pacific Americans. To rectify this lack of coverage, this article concludes with five constructive recommendations, including an option to invite scholars on Asian Pacific American politics to serve as textbook reviewers and textbook coauthors.

AbstractThe breadth of material covered in introductory U.S. government and politics survey courses creates a situation in which the textbooks used may serve as the primary source of information students receive about the country's political system. At the same time, their content represents a conscious choice by the authors, editors, and publishers of these textbooks regarding what topics and content are necessary and worthy of publication, which socializes students to accept particular viewpoints of the formation and operation of the U.S. government. Oftentimes, the information presented in textbooks across subdisciplines ignores the political experiences and influence of racial, ethnic, and other minority groups. We test this premise by engaging in a study of 29 introductory U.S. government and politics textbooks to assess the level of coverage and treatment of Latinos/as, the fastest growing racial/ethnic group in the country. We find that the discussion of Latinos in these textbooks is incredibly brief and often limited to the civil rights chapters. Furthermore, Latinos are primarily mentioned in the discussion of immigration, while their overall contributions to the political development of the United States are largely ignored.

ABSTRACTThe Introduction to American Government course, and its textbook, is a nearly universal experience for students in American colleges and universities, but what exactly is being taught in this course? Do the textbooks used in this widely taught course accurately reflect the diversity of populations and experiences in the United States? More specifically, how do textbooks for Introduction to American Government cover historically marginalized groups, if at all? This article builds on previous work by analyzing the representation of individual historically marginalized groups to conduct index search and content analyses on traditionally published and openly licensed (i.e., open educational resources [OER]) textbooks. This study finds that American government textbooks include little coverage of any historically marginalized groups, and that OER textbooks are average in this respect, doing neither better nor worse than their traditionally published counterparts.

To this day, high school and college students rarely learn about the role of women in American history, cultures, or politics. Teachers and textbooks still focus predominantly on the white Christian heterosexual males that continue to take most of the credit for building the United States of America. While it is fact that, for most of American history, only white men could own land, vote, and serve in government, women of all races, religions, and sexual orientations have done a great deal to advance American culture, fight for justice, and impact the laws, businesses, scientific research, and education systems that have developed in the United States over time.

This article examines some of the hurdles that confront teachers of American government and politics in the United Kingdom. It argues that whilst the problems associated with teaching American politics are hardly unique within the politics discipline, they do pose substantial challenges. In particular, confronting students' stereotypes and prejudices about the United States is a key task of a successful teaching programme. To do this, and to make the study of US politics an ‘active’ one, some suggestions are made as to how the standard ‘textbook approach’ can be supplemented and enhanced.

AbstractThe worldview as reflected in the textbooks of the People's Republic of China during 1949–1966 centred on Party-led nationalism, anti-imperialism and anti-colonialism. This article emphasizes both the continuities and changes in nationalist ideology during the Republican and Maoist periods. First, textbooks in Maoist China presented the imperialist powers as shifting away from Britain, Russia and Japan under the KMT government and towards the United States (since 1949) and the Soviet Union (since the 1960s), and emphasized class struggle. Second, the CCP had far greater control over the production of textbooks than the KMT. In this sense, the CCP truly carried out “partified” (danghua) education, a goal shared by the KMT which it never had the ability to achieve. In addition, “the language of Cultural Revolution” appeared with the outbreak of the Korean War. In other words, the education that cultivated revolutionary successors began in the early 1950s.

No U.S. history textbook mentions Robert Allen, George H. Crosman, John H. Dickerson, Thomas Swords, or Stewart Van Vliet. Yet in certain respects they were five of the most important government officials in the nineteenth-century United States. Each was a high-ranking officer in the Quartermaster's Department, a bureau of the U.S. army entrusted with military procurement. During the Civil War, the supply depots in which they worked—in Philadelphia, New York, Cincinnati, and St. Louis—were indispensable adjuncts to the Union war effort. The magnitude of the procurement project was unprecedented: in four years, these five officers alone paid contractors and civilian employees $350 million. This sum amounted to nearly one-third of the total of over $1 billion that the Quartermaster's Department as a whole spent to equip the Union army. No other single project, in either government or business, involved the expenditure of such an enormous sum. In an age in which few Americans made $2 a day, $350 million was equivalent to the total wartime income of one hundred thousand households. Adjusted for inflation, this was roughly equal to the entire federal budget during the administration of President James Buchanan (1857–61).

Those studying the work of Hans J. Morgenthau, widely considered the “founding father” of the Realist School of International Relations, have long been baffled by his views on world government and the attainment of a world state—views that, it would appear, are strikingly incompatible with the author's realism. In a 1965 article in World Politics, James P. Speer II decided that it could only be “theoretical confusion” that explained why Morgenthau could on the one hand advocate a world state as ultimately necessary in his highly successful textbook, Politics Among Nations, while writing elsewhere that world government could not resolve the conflict between the Soviet Union and the United States by peaceful means. According to Speer, Morgenthau posits at the international level a super-Hobbesian predicament, in which the actors on the world scene are motivated by the lust for power, yet he proposes a gradualist Lockean solution whereby the international system will move, through a resurrected diplomacy, out of a precarious equilibrium of balance-of-power anarchy by a “revaluation of all values” into the “moral and political” bonds of world community, a process whose capstone will be the formal-legal institutions of world government. This oscillation between Hobbes and Locke, Speer asserted, must be the result of Morgenthau's “commitment to the organismic mystique that comes out of German Romantic Nationalism,” although he admitted in a footnote that his reflections on the intellectual sources of Morgenthau's theories were “mere speculation.”

The United States dominates academic emergency medicine. In other specialties, century-old medical traditions and international leaders balance the US influence. But emergency medicine was born in the US, the number of US trainees far out-number those of other countries combined, and our textbooks and journals are written primarily by US authors.

Diverse public administration and governance studies have argued that leviathan governments are no longer capable of efficient administration and that new governing structures should be substituted for traditional government regulations. Nevertheless, a large regulatory structure remains intact in the United States. This paper explores why traditional government regulation has persisted even in the era of new governance. Several regression tests indicate that bureaucratic attempts to secure the survival of agencies rather than administrative effectiveness determine the extent of regulation.

Political and institutional leaders in the Pacific Northwest have struggled over how best to manage Columbia River Basin development and the implications of that development since the early 1900s. Their efforts present a seeming paradox: whereas prominent political and institutional leaders believed some form of regional governance system was necessary, those same leaders refused to establish systems with the decision-making authority necessary to resolve the issues that led them to create the systems in the first place. This study examines the historical record at the institutional level to determine why. This study found twenty-six governance systems proposed since 1933 of which eleven were enacted. Prior to then, a private market oriented system dominated, assisted by supportive federal agencies with jurisdictional authority over individual resource domains. Since 1934, the Basin has experienced an unbroken succession of one governance system or another, at times with multiple systems operating in parallel. This study categorized each system under one of four governance models, distinguished by the locus of decision-making. Transitions from one system to another came about through evolutionary processes or the emergence of circumstances that allowed for dramatic shifts between models. Evolutionary change within models resulted in collapse due to internal structural weaknesses or shifts to improved systems through mutual agreement. Dramatic change between models occurred when a "critical situation" appeared that called existing governance systems into question and allowed new systems to rise in their place. Four such critical situations occurred between 1929 and 1999. These were the onset of the Depression, the end of World War II, the hydro-thermal crisis of the mid 1970s, and the first ESA listings of salmon in 1991. This study concluded that the conflicting interests of powerful institutions only partially explain the Basin's governance paradox. Differing worldviews and senses of institutional culture, identity, and values aggravated the conflict over competing interests by shaping the perspectives each party held over the goals and motivations of the others. This study recommends further research to determine how institutional values translate into individual level decision-making. It offers a theoretical framework under which such research might proceed.

This thesis argues that much of the political historiography is mistaken in portraying the post-1960s United States as a nation moving inexorably to the right. It also argues that historians should not understand the Democratic Party as being in terminal decline between 1972 and 1984, marginalised by a coalescing conservative Republican majority. Indeed, taking as its focus the U.S. Congress, this thesis asks why the remarkable resilience of the congressional Democratic Party has been overlooked by historians. It further asks why that resilience did so little to help the party in subsequent years. The Democratic revival in the elections of 1974 and 1976, so often dismissed as a post-Watergate aberration, was in fact an authentic political opportunity that the party failed to exploit. Exploring various Democratic factions within Congress that competed to shape their party's public philosophy, this thesis seeks to show how grander liberal ambitions were often subordinated to the logic of legislative politics and policymaking. The underlying theme is the unsuitability of Congress as an arena for the discussion and refinement of post-Great Society liberalism. Again and again, the legislature displayed a remarkable facility for undermining iconoclasm and stalling policy experimentation. Institutional reforms in the early 1970s, supposed to reinvigorate the Congress and the congressional Democratic Party, actually succeeded only in intensifying the fragmentation of both. Congressional politics became more entrepreneurial and less party-oriented, leaving legislators with few incentives to look beyond their own political fortunes to the party's future prospects. Enduring Democratic strength in Congress meant that Capitol Hill remained at the centre of the party's efforts to reclaim its preeminent position in American politics. The fact that the Democrats never experienced a protracted period of minority status, as the Republicans did during much of the mid-twentieth century, left them ill-equipped and without a powerful incentive to think in broader terms about their party's mission.

This study investigates the phenomenon of ethnic interest groups as domestic sources of influence on the making of foreign policy on a cross-national basis. The attempt is made first to develop a framework for comparing theoretically the role of ethnic groups in various governmental systems. Once completed, the various conceptual assumptions are applied to the activities of domestic ethnic interest groups in the United States and Canada concerned with policy for the Middle East and the Arab-Israel conflict. The focus is primarily on the American and Canadian pro-Israel lobbies during the period between October 1973 and September 1982. Data for domestic Arab ethnic constituencies are also considered where relevant, but more as logical counter-points to the North American Jewish communities than as bases for full and complete cross-ethnic comparison. The principal objective of this study is to compare the political influence of two interest groups of the same faith and fundamental purpose but of different systems of government and political cultures.

The purpose of this research is to analyze the relationship between the executive and legislative branches of American federal government, during periods within which these two branches are led by different political parties, to discover whether the legislative branch attempts to independently legislate and enact foreign policy by using "the power of the purse" to either appropriate in support of or refuse to appropriate in opposition to military engagement abroad. The methodology for this research includes the analysis and comparison of certain variables, including public opinion, budgetary constraints, and the relative majority of the party that holds power in one or both chambers, and the ways these variables may impact the behavior of the legislative branch in this regard. It also includes the analysis of appropriations requests made by the legislative branch for funding military engagement in rejection of requests from the executive branch for all military engagements that occurred during periods of divided government from 1946 through 2009.<br>ID: 029809199; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 110-112).<br>M.A.<br>Masters<br>Political Science<br>Sciences

This is a study of the discourse contest concerning the officialisation of English in the United States. It consists of an analysis of the language of that discourse shaped by a belief that discourse is a rather neglected but potentially illuminating area of examination of language and literacy policy. The study seeks to understand the processes and content of language policy as it is being made, or performed, and is influenced by a critique of the theory and practice of language policy which tends to adopt technicist paradigms of examination that insufficiently elucidate the politics of the field. ¶ Accordingly a systematic gathering of the texts of language disputation in the US was collected. These texts were organised in response to the methods of elicitation. Semi-elicited texts, elicited texts and unelicited texts were gathered and tested to be sure that they constituted a fair representation of the concourse (what had been said and was being said about the issue) over a 15 year period. Those statements, or texts, that had particular currency during the 104th Congress were selected for further use. An empirical examination of the subjective dispositions of those activists involved in the making of official English, or of resisting the making of official English, was conducted. ¶ This examination utilised the Q methodology (inverted factor analysis) invented by William Stephensen. The data from this study provided a rich field of knowledge about the discursive parameters of the making of policy in synchronic and diachronic form. Direct interviews were also conducted with participants, and discourse analysis of ‘naturally occurring’ (unelicited texts) speeches and radio debates and other material of persuasion and disagreement was conducted. ¶ These data frame and produce a representation of the orders of discourse and their dynamic and shaping power. Against an analysis of language policy making and a document analysis of the politics of language in the United States the discourses are utilised to contribute to a richer understanding of the field and the broad conclusion that as far as language policy is concerned it is hardly possible to make a distinction with political action. ¶ The theoretical implications for a reinvigorated language policy theory constitute the latter part of the thesis. In the multi-epistemological context that postmodernity demands, with its skepticism about the possibility of ‘disinterest’, the thesis offers its own kinds of data triangulation, and the making central of subjective dispositions and political purposes and engagements of the principal anatagonists.

Over the last three decades, Indigenous peoples in the CANZUS countries (Canada, Australia, New Zealand, and the United States) have been reclaiming self-government as an Indigenous right and practice. In the process, they have been asserting various forms of Indigenous nationhood. This article argues that this development involves a common set of activities on the part of Indigenous peoples: (1) identifying as a nation or a people (determining who the appropriate collective "self " is in self-determination and self-government); (2) organizing as a political body (not just as a corporate holder of assets); and (3) acting on behalf of Indigenous goals (asserting and exercising practical decision-making power and responsibility, even in cases where central governments deny recognition). The article compares these activities in the four countries and argues that, while contexts and circumstances differ, the Indigenous politics of self-government show striking commonalities across the four. Among those commonalities: it is a positional as opposed to a distributional politics; while not ignoring individual welfare, it measures success in terms of collective power; and it focuses less on what central governments are willing to do in the way of recognition and rights than on what Indigenous nations or communities can do for themselves.

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.

The article focuses on the «Intellectual Dark Web», an informal group of scholars, publicists, and activists who openly opposed the identity politics, political correctness, and the dominance of leftist ideas in American intellectual life. The author examines the reasons for the emergence of this group, names the main representatives and finds that the existence of «dark intellectuals» is the evidence of important problems in US public discourse. The term «Intellectual Dark Web» was coined by businessman Eric Weinstein to describe those who openly opposed restrictions on freedom of speech by the state or certain groups on the grounds of avoiding discrimination and hate speech. Extensive discussion of the phenomenon of «dark intellectuals» began after the publication of Barry Weiss’s article «Meet the renegades from the «Intellectual Dark Web» in The New York Times in 2018. The author writes of «dark intellectuals» as an informal group of «rebellious thinkers, academic apostates, and media personalities» who felt isolated from traditional channels of communication and therefore built their own alternative platforms to discuss awkward topics that were often taboo in the mainstream media. One of the most prominent members of this group, Canadian clinical psychologist Jordan Peterson, publicly opposed the C-16 Act in September 2016, which the Canadian government aimed to implement initiatives that would prevent discrimination against transgender people. Peterson called it a direct interference with the right to freedom of speech and the introduction of state censorship. Other members of the group had a similar experience that their views were not accepted in the scientific or media sphere. The existence of the «Intellectual Dark Web» indicates the problem of political polarization and the reduction of the ability to find a compromise in the American intellectual sphere and in American society as a whole.

The presidential politics literature depicts presidents either as all-powerful actors or figureheads and seeks to explain outcomes accordingly. The president and the executive branch are nonetheless usually treated as black boxes, particularly in developing countries, even though the presidency has evolved into an extremely complex branch of government. While these developments have been studied in the United States, far less is known in other countries, particularly in Latin America, where presidential systems have been considered the source of all goods and evils. To help close the knowledge gap and explore differences in policymaking characteristics not only between Latin America and the US but also across Latin American countries, this paper summarizes the vast literature on the organization and resources of the Executive Branch in the Americas and sets a research agenda for the study of Latin American presidencies.

The idea that national security and economic prosperity stem from being at the technological frontier (‘techno-nationalism’) is once again a dominant feature of global politics. The post-war United States has emerged as the key model in these discussions, with the ‘moonshot’ seen as an outstanding example of how to direct state resources towards technological breakthroughs, while the capacity of the American government is praised more generally for its ability to sponsor ground-breaking technology. This paper, however, suggests that the United States was the exception, not the rule, and that the failures of post-war Britain highlight the limitations of ‘techno-nationalism’ with vivid clarity. During the 1950s and 1960s, the British state took long-term bets on securing a leading role in the world’s technological future, specifically in the areas of supersonic flight via Concorde and nuclear power generation. The result, however, was not export glory but industrial calamity. These long-running programmes were eventually cut back in the 1970s, when it became accepted in Whitehall that Britain should no longer try to be the Science and Tech Superpower, attempting to leapfrog the United States to technological glory. Understanding this trajectory in Britain dislodges the sense that focusing on emerging technology and the long term is a silver bullet in policymaking. We must appreciate that the realities of technological power matter, and grasp that the post-war US was an unrepresentative case: no country today will have the relative level of industrial and technological might that it enjoyed at that time. While my arguments will resonate in other national contexts, my focus is on ensuring that any strategy for ‘high technology’ in the UK today continues to learn the lessons from the errors of the post-war period. It must be wary of expert capture within the state. It must also think about industrial strategy in an integrated way, across national security, economics, and foreign policy, with a policymaking machinery set up to deal with this level of complexity. Moreover, despite the attention afforded to national state funding, the UK should continue to see forging alliances as essential alongside working with international business and be clear-eyed about where it does and does not need to sustain national capabilities.