In the shadow of constructed borderlands

In Europe, China’s One Belt One Road (OBOR) initiative primarily interacts with the institutional and physical landscape of the ‘shared neighbourhood’ between Russia and the European Union (EU). Norms and institutions in these ‘borderland’ states reflect an institutional ambiguity between the Eurasian and EU brands of market integration. In this chapter, the structures of economic governance in this region and their interaction with OBOR are examined from institutional and infrastructural perspectives. It is argued that OBOR is incompatible with current trends of European economic governance. In Ukraine and the 16+1 states, the interplay between Chinese state-controlled entities and oligarchic elites deconstructs formal norms and institutions and reinforces informal structures. Instability in the borderlands increases, while infrastructure investments extend the shadowy character of OBOR-induced practices into the future.

Institutional Ambiguity and De Facto Tracking in STEM

Background/Context Many schools no longer track classes to increase access to courses at all levels, including science, technology, engineering, and mathematics (STEM) subjects. However, informal processes can “de facto” track students, placing them at the same level across subjects. Research shows that de facto tracking is prevalent in STEM, especially between mathematics and science course placements. Less is known about the relationship between mathematics and engineering—the focus of this study. Purpose/Objective/Research Question/Focus of Study Mathematics placement is likely to shape participation in engineering given its position under the STEM umbrella. Yet, de facto tracking does not occur all the time. This may depend on the categorization of courses as “academic” or “vocational,” but there is little research about this aspect of course-to-student matching. Therefore, we investigate an unexpected case of equitable participation where mathematics placement does not de facto track students in engineering. We ask: How do institutional and organizational factors shape the absence of de facto tracking? Research Design We used qualitative data drawn from a two-year mixed-methods study in a public high school district with one large comprehensive high school. The school is in the lower third of per pupil spending in the state of Massachusetts, yet has significant engineering-related course offerings. Located near Boston, it serves an economically and racially diverse student body of ∼1,800 students. For this article, we analyzed 998 hours of observations during and after school, in engineering-related elective courses and extracurricular activities, and interviews with 29 students, 31 teachers, six guidance counselors, two district administrators, and the principal. Findings/Results We find competing vocational and academic logics equally frame engineering, which we call “institutional ambiguity.” This dual framing is present at the institutional level and is supported at the school level by three organizational factors: 1) courses and activities that occur in both vocational and academic spaces, 2) teachers who link vocational and academic fields, and 3) an organizational commitment to support the integration of vocational activities. Conclusions/Recommendations Overall, this article contributes to educational and organizational research by identifying the institutional factors and organizational processes that shape the categorization of courses and student-to-course matching. Our research reveals the conditions under which schools and the actors within them have greater agency, where ambiguity in the broader environment allows for contestation and renegotiation of status hierarchies. We argue that by leveraging ambiguity, schools may avoid contributing to inequity in STEM.

Institutional Ambiguity and Ontological Politics in Integrating Sustainability into Finnish Dietary Guidelines

Dietary guidelines are a key policy instrument in guiding the way people eat in many countries. Traditionally, the guidelines focus on the public health aspects of diets. During the last decade, sustainability has increasingly been incorporated into dietary guidelines, emphasizing that sustainable diet benefits both health and the environment. This article analyses the integration of sustainability into dietary guidelines in Finland. The analysis is situated within the ontological turn in social theory, understanding food as ontologically multiple. We employ Annemarie Mol’s concept of ontonorms in analyzing the Finnish dietary guidelines. Currently, in Finland, there seems to be a situation of institutional ambiguity regarding where and by whom sustainable food policy is being made and what does it constitute. We claim that the ontological multiplicity of food is partly constituted by, and at the same time constitutive of, the institutional ambiguity, and as a result, the guidelines do not yet provide clear guidance for sustainable food practices. As the guidelines fail to coordinate the multiplicity, they increase the normative burden on consumers to make responsible choices. In the latest Finnish guidelines targeted for children, however, steps are taken towards a more inclusive, caring understanding of sustainable dietary guidance.