Administering Prevention or Administering Atrocities? Public Affairs Education in Dark Times

Autor/inn/en	Rubaii, Nadia; Appe, Susan; Lippez-De Castro, Sebastian
Titel	Administering Prevention or Administering Atrocities? Public Affairs Education in Dark Times
Quelle	In: Teaching Public Administration, 37 (2019) 2, S.175-198 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-7394
DOI	10.1177/0144739418824623
Schlagwörter	Public Affairs Education; Prevention; World Problems; Death; Public Service Occupations; Teacher Responsibility; Democratic Values; Sustainable Development; Competency Based Education; Crime; Ethnic Groups; Religious Cultural Groups; Masters Programs; International Law; Administrative Organization; Violence + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Weltproblem; Sterbefall; Tod; Todesfall; Lehrverpflichtung; Nachhaltige Entwicklung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Crimes; Delict; Delicts; Delikt; Ethnie; Kirchliche Gruppe; Religionszugehörigkeit; Magister course; Magisterstudiengang; Law of nations; Völkerrecht; Gewalt
Abstract	Despite repeated calls to temper the bureaucratic ethos and its associated process-oriented pathologies with more of a democratic ethos grounded in normative values and the public interest, the practice, research, and teaching of public administration continues to largely perpetuate the former. In this paper we build upon the work of Camila Stivers' book "Governance in Dark Times" and Nabatchi and colleagues' subsequent call to search for opportunities to better address issues of war, terrorism, climate change, economic calamity, refugee crises, and other atrocities which characterize dark times. We focus our attention on one specific issue within this realm, that of genocides and mass atrocities, as a way to illustrate that public servants--from street-level bureaucrats through high-level policy makers--may be part of the problem or part of the solution. We assert the responsibility of public affairs educators to ensure that their students are prepared to administer prevention or we risk that traditional administrative pathologies may lead them to inadvertently engage in administering atrocities. We position our overarching proposal in the context of fundamental public service values as well as the United Nations' Sustainable Development Goals (SDGs), particularly SDG 16. We also align our more specific recommendations with the Network of Schools of Public Policy, Affairs, and Administration's universal competencies and the core content domains of the Atlas for Public Management. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01