José Manuel Pureza

Legal order, world disorder. A contribution towards the study of international law
The teaching and study of international law here and now are the object of a dual contextualization in this text. On the one hand, the author traces the unique trajectory of
the teaching and study of international law in Portugal, giving visibility to the divergence between the Portuguese substantive agenda in international law and the one that has been developed at the international level, as well as to the theoretical and practical deficits of the "national" agenda. On the other hand, the author situates these issues in the context of the dynamics of the transformation of international law itself, which has lead from traditional Westphalian law to the law of humankind.

Saskia Sassen

Is this the way to go? Handling immigration in a global era
As Europe's borders become more and more fortified against immigrants, illegal human trafficking becomes ever more common. By criminalizing immigration, Europe does not only ignore a moral problem: it hits hardest on those desperate enough to escape their home countries, and contributes to the enormous profits that smugglers make in the process. The author asks what price Europe is paying for these shortsighted and unsustainable policies.

Iver Hornemann Møller
Pedro Hespanha

Exclusion patterns and personal strategies
This text starts from the premise that people may be included only in certain spheres of social life (work, income, social networks, culture, politics, leisure, etc.) - not in all of them. This multidimensional and relational conception of exclusion and inclusion immediately raises two key issues: one concerning the patterns of inclusion and exclusion that result from the combination of different dimensions of social participation, and the other concerning the strategies used by the individuals who are not "automatically" included in order to broaden or to strengthen those spheres of participation. Based on research carried out in six European countries, the authors analyze these questions, discussing, among other aspects, the occurrence of virtuous and vicious circles in the different spheres of social life, the argument of the dominance of inclusion through the labor market, and the diversity of the strategies of compensation, substitution and reinforcement of the positions of individuals in the different arenas of social participation.

C. M. Novais Madureira
Carlos Marinho Rocha

The different face of reason (II). Risk,science, and experts
In a previous text, the authors argued against the excessive scientism with which António Manuel Baptista, following Sokal and Bricmont, attacks the sociological analyses of cientific processes and products, especially the positions of Boaventura de Sousa Santos. The aim of the present text is to contest AMB and Sokalists in their own field, that of pure and hard science, showing how they themselves do not understand the status of their sciences, and
seeking to reflect on less precise assertions, which often occur in the analysis of the sociogenesis of science. Bringing the discussion into our own time-period, they also address the question of the status of scientists and technologists as experts in decision making bodies. Finally, they discuss how controversies among experts, increasingly frequent, are experienced within the scientific community, and the developments they generate in expert practice itself.

Carlos Alberto Vilar Estêvão

Complex justice and education.
A reflection on the dialectology of justice in education
The text problematizes the concept of justice, namely its universalist, abstract and formal sense, and interprets it as a plural concept with different grammars. Following this contextualization, the author discusses the implications of complex justice in the field of education, especially within educational organizations. In order to better understand the dialectics of justice(s) within schools, the text then reflects on the nature of school organizations, seeing them primarily as spaces "of different worlds." Finally, it points to some of the implications of this theoretical approach for an ethical agenda in the field of education.