The governance of professional soccer: Five case studies – Algeria,China, England,France and Japan

Abstract

Although there has been a rapid growth in the globalisation of sport and its delivery to world markets, nevertheless there is a variety of models of sport-business whose characteristics are the product of local histories, local political and sporting cultures, local economic conditions and so on. This paper does not seek to deny the increasingly obvious impact of globalisation on professional sport, but rather it seeks to articulate the ways in which such global phenomena are locally mediated in professional soccer systems in five countries, to identify and to explain local responses to global pressures. The five examples include the oldest professional football system, that of England, and a second contrasting European system, France, together with three relatively recently established professional football systems in Japan a developed capitalist economy, Algeria, which is developing a post-socialist sports economy, and China which is experimenting in sport as in other areas with a ‘socialist market economy’. The resultant evolution of professional sporting systems represents distinctive configurations of stakeholders in what are in effect contrasting business models, and reflects a situation of ‘diminishing varieties and increasing contrasts’, in contrast to the claims made by Elias in relation to global cultural phenomena.     

加缪在阿尔及利亚问题上的尴尬处境

加缪对阿尔及利亚危机、殖民地阿尔及利亚与宗主国法国的关系问题的看法和认识,以上世纪四十、五十年代为界,经历了三个阶段：他在第一阶段坚信阿拉伯穆斯林与法国移民者能够和谐相处,呼吁殖民当局保护穆斯林的合法权益：20世纪40年代,他既关注阿拉伯的利益,又保护法国的利益不受损失,认为推行法国民主法制是解决之道;50年代,他既反对殖民当局的血腥镇压,又憎恶极端民族主义分子的恐怖行动,提出建立“法兰西—阿拉伯联合体”,遭到来自双方的批判,他在法国和阿尔及利亚都是孤独的来客、“局外人”、流亡者。《流亡与独立王国》反映了其此时期的心境。     

Arab Mediterranean youth's values: The role of values and value congruence on intentions to Emigrate

This paper analyses the role of personal values, value congruence and intentions to emigrate among Middle East and North Africa (MENA) youth. We use a survey data set (N = 8.087) from Algeria, Egypt, Lebanon, Morocco, and Tunisia, collected among respondents aged 15–29. Results showed that beyond demographic characteristics, such as being male, highly educated and not having a job, personal values predicted higher chances of reporting intentions to emigrate. Logistic regression results showed that stimulation and achievement values predicted higher, and tradition values predicted lower chances of reporting intentions to emigrate. Furthermore, value congruence (i.e., having similar values as those of most of their co-nationals) was related to lower chances of reporting intentions to emigrate. These results support the notion that those who intend to emigrate differ from their co-nationals in terms of value priorities. We discuss the policy implications of our findings.     

西撒哈拉问题政治透析

西撒问题是世界地区热点之一，涉及到马格里布地区所有国家和力量，世界各大国以及重要的国际和区域性国际组织与机构都曾经和正在为西撒问题的解决而努力，从1970年代初期中国社会科学院的剪报可以看出当时中国很重视西撒问题，现在中国官方外交公报也时有提及，本文拟介绍和分析西撒问题的缘起和目前态势及走向。     

Decolonizing the Church/Decolonizing Language: Postcolonial Christianity,Language Ideologies,and the Morality of Teaching Vernacular Arabic (Darija) in Algeria

ABSTRACT

In the mid-20^th century, as the global colonial order collapsed, language and education were two of the most affectively, politically, and economically challenging domains of decolonization efforts. Parler Algérien (Speak Algerian), an experimental method for the teaching and learning of Darija (Algerian vernacular Arabic), created by Catholic clergymen and women in the early 1970s, provides an illustration of an attempt to decolonize language learning in postcolonial Algeria. The Catholic creators of Parler Algérien assumed a stance of solidarity with the independent nation, an alignment that translated into the entextualization of a number of linguistic and non-linguistic features in the textbook. This ethnography of a Darija classroom examines the shifting language ideologies that mediate the text’s interpretation in the 21^st century. I argue that the interdiscursive residues of Parler Algérien’s postcolonial context of production shape its uptake in the 21^st century classroom, but not in the ways that the authors intended.     

美国支持戴高乐重新执政的阿尔及利亚因素

1958年,法兰西第四共和国由于阿尔及利亚战争而陷入政府危机,并随即发生了阿尔及尔“5·13军事政变”。在阿尔及利亚和第四共和国的双重危机下,戴高乐抓住时机,开始了其战后的第二次执政生涯。而无论是阿尔及利亚战争,还是第四共和国的崩溃,抑或是戴高乐的上台,美国的态度和政策都在其中起了非常关键和重要的作用。     

Migratory Networks Used by Algerian Professional Footballers in France: From Colonial Times to the Postcolonial Era, 1932–1991

The aim of this article is to reconstruct the history of transfer networks used by footballers who left Algeria to work in the French League for first and second division clubs from the 1930s to the early 1990s. The genealogy of the intermediary market from the colonial period to the postcolonial period is analyzed through a study of French and Algerian state and federal policies which impacted on how these migratory channels were modified from the colonial period through to the postcolonial period. Forty interviews were conducted with Algerian migrant players and various federal archives studied highlighting four distinct historical contexts between 1932 and 1991: a pioneering student channel (1932–1954), colonial control of transfer networks during the Algerian War (1954–1962), departures to the former motherland marked by exemptions, blocks, and adventures (1962–1982), and professionalization under the control of Algerian Internationals (1982–1991).     

Why Algerian students struggle to achieve in English Literature: an appraisal of possible root causes

This article examines the challenges experienced by Arabic-speaking students and lecturers at meeting the proposed learning outcomes in English Literature (EL) at a residential university in Algeria. An overview of the history of foreign languages (French and English) in the curricula in Algerian schools and tertiary education institutions has been provided to identify possible contributing factors and underlying causes of the challenges faced in teaching and learning EL today. The authors believe that current practice and attitudes towards foreign language teaching and learning have not developed in a vacuum, but need to be positioned within the context of past events. Three overarching factors that emerged from the empirical dimension of the study that appears to inhibit success in EL studies were inappropriate teaching strategies, inadequate language proficiency and poor student self-efficacy.