Suchergebnisse

Julie Hansen, associate professor of Slavic languages at Uppsala University, reviews Aleksander Pushkin. Russia's Great Poet written by Erik Egeberg.

It is generally recognised that women should not only be included in peacebuilding but that they are also a peacebuilding resource. This recognition is evident in the agenda set out in the United Nations Security Council Resolution 1325 on Women, Peace and Security (UNSCR 1325) and subsequent resolutions. Based on the knowledge that the gendered nature of armed conflict means women and men experience it differently, UNSCR 1325 calls for the need to include women and their gendered perspectives of conflict in matters of peace. However, less recognized are the roles of refugee women as actors in peacebuilding. This reflects the relative lack of focus on people affected by forced migration in general as peacebuilding actors. This thesis takes a qualitative case study approach to understanding how women contribute to peacebuilding in the context of forced migration. It looks specifically at the case of resettled refugee women from Myanmar in Norway. The case study finds that the women in the Norwegian-Myanmar diaspora included in the study demonstrate considerable potential to contribute to peacebuilding through their various transnational activities in the economic, social and political spheres, and which are particularly relevant to sustainable development and peacebuilding in Myanmar. ; M-DS

What does power abuse look and feel like in the academic world? How does it affect university faculty, students, education and research? What can we do to counteract and prevent power abuse? These questions are addressed in this collection of autobiographical poems, essays and illustrations about academia. The contributors reflect on individual experiences as well as underlying institutional structures, providing original perspectives on bullying, sexual harassment, discrimination, and other forms of power abuse in academic workplaces. They share their stories in order to break the culture of silence around power abuse in academia and point out pathways for constructive change.

AbstractIn this article, we explore young children's experiences of having a parent with type 1 diabetes (T1D). In our research we found that the children's knowledge about T1D was not age related, and that some had more in‐depth knowledge than others. This seemed related to how and what the parents taught them about diabetes, the individual child's curiosity and interest, and the parent's history with fluctuating blood sugar levels. Several children were affected by their parents' diabetes in their daily life. Our research contributes to knowledge about how children's lives can be affected by having a parent with chronic illness.

xisting research on digital technologies in peacebuilding exhibits both tech-solutionist and tech-problematizing traits that tend to understate their embeddedness in society and politics. We argue that the study of digital peacebuilding should instead reflexively engage with the coproduction of the technical and the social in both academia and practice. This requires asking how assumptions about technology are related to assumptions about the conflict and peacebuilding context on which these technologies are brought to bear, and with what consequences. Therefore, we propose a methodological framework that brings to the fore how technologies for peacebuilding and peacebuilding with technology are coproduced. First, we focus on the interrelated claims about peacebuilding and technology, and the coproduction of peacebuilding problems and technological solutions. Second, we inquire into the characteristics of the digital peacebuilding agendas built on these claims, including the dynamics of disruptive change and datafication that these agendas bring. Third, we consider the sticky effects of digital approaches, in terms of a politicization or depoliticization of peacebuilding efforts, and ask what kind of peace this may produce.

Abstract
Existing research on digital technologies in peacebuilding exhibits both tech-solutionist and tech-problematizing traits that tend to understate their embeddedness in society and politics. We argue that the study of digital peacebuilding should instead reflexively engage with the coproduction of the technical and the social in both academia and practice. This requires asking how assumptions about technology are related to assumptions about the conflict and peacebuilding context on which these technologies are brought to bear, and with what consequences. Therefore, we propose a methodological framework that brings to the fore how technologies for peacebuilding and peacebuilding with technology are coproduced. First, we focus on the interrelated claims about peacebuilding and technology, and the coproduction of peacebuilding problems and technological solutions. Second, we inquire into the characteristics of the digital peacebuilding agendas built on these claims, including the dynamics of disruptive change and datafication that these agendas bring. Third, we consider the sticky effects of digital approaches, in terms of a politicization or depoliticization of peacebuilding efforts, and ask what kind of peace this may produce.