Journal of International Political Theory, Ahead of Print. The contemporary international regime of law and politics regarding human migration largely follows Immanuel Kant’s contradictory approach, supporting the cosmopolitical rights of humans to move and expect hospitality while privileging the rights of sovereign states to assert territorial security against movement. International Relations scholars informed by Jacques Derrida’s ethical theory argue that one may press this tension to positive dynamics through affirmation of the aporia that a secured home is a requirement for (...) the possibility of the hospitality that might undo conflict between migrants and emplaced citizens. Yet, the attraction of Derrida’s critical Kantianism and this revival of hospitality depends on asserting the primacy of habitation to how citizen subjects stand with respect to foreigners who move. It depends on neglecting how any assumption of home is not based on a given home but, rather, on movements to impose the boundaries and bounty of a home. No one faces the movement of others who seek to make home from the position of home but only also in movements of homemaking. Both the citizen and the migrant move in forms of imposition. And it is only in a politics of imposition that rights to move can be affirmed and gain respect. (shrink)

ABSTRACT:Relational leadership invokes an ethics involving a leader’s affective engagement and genuine concern with the interests of others. This ethics faces practical difficulties given it implies a seemingly limitless responsibility to a set of incommensurable ethical demands. This article contributes to addressing the impasse this creates in three ways. First, it clarifies the nature of the tensions involved by theorising relational leadership as caught in an irreconcilable bind between an infinitely demanding ethics and the finite possibilities of a response to (...) those demands. Second, it examines this ethical challenge in acknowledgement of the hierarchical discourses and power dynamics in which leadership relationships are constrained and enacted. Third, it proposes “ethical irony” as a way leaders can respond to the demand for ethics without resulting in either an escape from ethics, or being crushed by its burden. Three dimensions of ethical irony are examined: ironic perspective, ironic performance, and ironic predilection. (shrink)

This article explores the meaning and relevance of the ‘Idea of Europe’ in the context of a multicultural and multi-ethnic continent that increasingly draws on the presence and practices of people from non-European backgrounds. The Idea of Europe, even in its contemporary use, remains an ideal based on a Christian-Enlightenment-Romantic heritage, mobilized by supporters of European integration as the bridge between diverse European national cultures. In a Europe of extraordinary cultural interchange and immigration from all corners of the world, the (...) classical Idea of Europe is strikingly exclusionary and backward looking – a poor motif for the future. The article tries to develop an alternative Idea of Europe, one based on a particular politics of the public domain and a particular ethos of belonging in Europe seen as a migrant space, rather than one based on the enduring cultural values of a body of people called Europeans. It outlines a commons, protected by appropriate EU-level rights, that can both support and bind cultural pluralism and difference, and it proposes democratic vitalism as Europe’s core political project, an idea of becoming European, read as the process of never-settled cultural invention resulting from the vibrant clashes of an equal and empowered multiple public. No myth of origin, no myth of destination, only the commitment to a plural demos. (shrink)

This paper explores the meaning of teacher–student relationships in the light of Derrida’s notions of hospitality and trust. Drawing on Derrida, the author delineates two aspects of educational hospitality: hospitality without determinacy and hospitality as self-surrender. It is argued that educational hospitality is underpinned by trust. A sound teacher–student relationship, the paper concludes, consists in educational hospitality and embedded trust.