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The aim of this paper is to examine the principles that New Labour has employed in its citizenship and multicultural policies in Britain, and to clarify theoretical locations as well as philosophical rationales of those principles. By deliberative multiculturalism, I mean a set of policies and discourses of New Labour about citizenship and multicultural issues, which emphasizes rational dialogue and mutual respect with firmly guaranteed political rights especially for minorities. New Labour tries to go beyond liberal and republican citizenship practice through enhancing deliberation, the origin of which goes back to the British tradition of parliamentary sovereignty. It also attempts to achieve a one-nation out of cultural cleavages, shifting its focus from redistribution with social rights to multicultural deliberation with political rights. I organize my discussion with a focus on the difference between two theoretical concepts: the relationship between cultural rights and individual equality, and the relationship between national boundaries and global belonging. In the concluding section, I explain three positive developments of New Labour's approach and also four limitations it has faced. [ABSTRACT FROM AUTHOR]

This paper explores the messages and assumptions relating to parenting that are promoted through Supernanny and how this connects with the policy expectation or hope of New Labour - that parents should take responsibility for being skilled educators and developers of their children. In exploring these state and non-state governance discourses and what these suggest about contemporary ideals and expectations relating to parenting, I make use of Raymond Williams' structure of feeling approach and draw on this to develop the definition and reach the idea of a pedagogical state. I argue that a pedagogical state can be seen as a state of mind or way of being that is produced through and producing of a particular sort of mood and set of sensibilities, in this case relating to contemporary understandings and experiences of parenting. In considering various viewer responses to Supernanny, some resistance to and scepticism of these discourses can, however, be detected. In this context, I further explore the idea of a pedagogical state as a disposition and mood relating to parenting which is disrupted - but also deepened - through people's evaluative reflexivity and (healthy) scepticism. [ABSTRACT FROM AUTHOR]