Cover -- Title -- Copyright -- Dedication -- Contents -- Table of abbreviations -- Foreword -- Acknowledgements -- I Introduction -- Introduction -- 1 Reframing human rights in the development debate -- 2 Introducing the perspective of international human rights obligations -- 3 Connections between development and human rights: Basic questions further delimited -- 4 Possible limitations of the 'human rights and development' intersection -- 4.1 Human rights law -- 4.2 The role of law in development (cooperation) -- 5 Remarks on approach -- 6 Outline of the book
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This book addresses the legal issues raised by the interaction between human rights and development in contemporary international law. In particular, it charts the parameters of international law that states have to take into account in order to protect human rights in the process of development. In doing so, it departs from traditional analyses, where human rights are mainly considered as a political dimension of development. Rather, the book suggests focusing on human rights as a system of international norms establishing minimum standards of protection of individuals and minimum standards applicable in all circumstances on what is essential for a dignified existence. The various dimensions covered in the book include: the discourse on human rights and development interrelationship, particularly opinio juris and the practice of states on the question; the notion of international assistance and cooperation in human rights law, under legal regimes such as international humanitarian law, and emerging rules in the area of protection of persons in the event of disasters; the extraterritorial scope of economic, social and cultural rights treaties; and legal principles on the respect for human rights in externally designed and planned development activities. Analysis of these topics sheds light on the question of whether international law as it stands today addresses most of the issues concerning the protection of human rights in the development process.--
1. Introduction -- 2. Development from a human rights perspective -- 3. The right to development -- 4. The obligation of international assistance and cooperation -- 5. New legal ideas : comment on the relationship of the international assistance and cooperation and extraterritorial scope of ESC rights -- 6. Respect for human rights in external activities : Overarching normative principles -- 7. General conclusion.
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Is there a consensus on the democratic affirmation of the principle of gender equality in all societal contexts? Do women manage to impose their presence in traditionally male-dominated bastions? Do individual transgression strategies open the way to a normative recomposition?These are the questions on which the thesis answers based on the trajectories of mathematicians at the universities of France and Kazakhstan.After briefly recalling the specific forms that the principle of equality between the sexes takes in these two countries, the thesis offers an analysis of the gendered development of trajectories and more precisely of the apparently paradoxical link between academic success and careers of excellence. In fact, in France, as in Kazakhstan, young women study longer, show better academic success in science, and therefore invest in training more than their male counterparts. Yet they are less often found in the teaching profession of mathematics within the university. And as soon as they get a permanent position, their careers slow down.Various studies show that this observation of gender inequalities seems contradictory to economic interest. The more women are at work, the more prosperous the economy. According to UN calculations, if the paid employment rate for women and men was the same, the gross domestic product (GDP) of the United States would increase by 9 percent, that of the euro area by 13 percent and that of Japan by 16 percent (Daly, 2007). In 15 large developing economies, income per capita would increase by 20 percent by 2030 (Lawson, 2008). Despite this economically rational argument, overall women remain less integrated into the labor market, paid less than men and more often exposed to precariousness.Where do these paradoxes come from? How can they be explained according to the historical and cultural contexts of the two countries that seem to have a priori nothing in common?The presentation of three trajectory models as part of this thesis will allow us to understand some of the social mechanisms for the origin of these phenomena and to question the impact of individual transgressions on the global gender system. ; L'affirmation démocratique du principe d'égalité des sexes fait il consensus dans tous les contextes sociétaux ? Les femmes parviennent-elles à imposer leur présence dans les bastions traditionnellement masculins? Les stratégies de transgression individuelle ouvrent-elles la voie à une recomposition normative?C'est à ces diverses questions que ce travail de thèse apporte des éléments de réponse à partir des trajectoires de mathématicien.nes à l'Université en France et au Kazakhstan.Après avoir rappelé brièvement les formes spécifiques que prend le principe d'égalité entre les sexes dans ces deux pays, la thèse propose une analyse du déroulement sexué des trajectoires et plus précisément du lien apparemment paradoxal entre réussite scolaire et carrières d'excellence. En France comme au Kazakhstan, en effet, les jeunes filles font des études plus longues, montrent une meilleure réussite académique en sciences dures, donc investissent plus la formation que leurs homologues masculins. Pourtant elles se retrouvent moins souvent dans le métier d'enseignant de mathématiques au sein de l'Université. Et dès qu'elles obtiennent un poste permanent à l'Université, leur carrière se ralentit.Ce constat d'inégalités sexuées semble contradictoire avec l'intérêt économique, comme le montrent différentes études. Car plus il y a de femmes au travail, plus l'économie prospère. Selon les calculs de l'ONU, si le taux d'emploi rémunéré des femmes était le même que celui des hommes, le produit intérieur brut (PIB) des États-Unis augmenterait de 9 pour cent, celui de la zone euro de 13 pour cent et celui du Japon, de 16 pour cent (Daly, 2007). Dans 15 grandes économies en développement, le revenu par habitant augmenterait de de 20 pour cent d'ici 2030 (Lawson, 2008). Malgré cet argument économiquement rationnel, globalement les femmes restent moins intégrées dans le marché du travail, moins payées que les hommes, plus souvent exposées à une précarité.D'où viennent ces paradoxes? Comment s'expliquent-t-ils en fonction des contextes historiques et culturels des deux pays n'ayant a priori rien en commun ? La présentation de trois modèles de trajectoires dans le cadre de ce travail de thèse permettra d'appréhender quelques-uns des mécanismes sociaux à l'origine de ces phénomènes et de s'interroger sur l'impact des transgressions individuelles sur le système global de genre.
Is there a consensus on the democratic affirmation of the principle of gender equality in all societal contexts? Do women manage to impose their presence in traditionally male-dominated bastions? Do individual transgression strategies open the way to a normative recomposition?These are the questions on which the thesis answers based on the trajectories of mathematicians at the universities of France and Kazakhstan.After briefly recalling the specific forms that the principle of equality between the sexes takes in these two countries, the thesis offers an analysis of the gendered development of trajectories and more precisely of the apparently paradoxical link between academic success and careers of excellence. In fact, in France, as in Kazakhstan, young women study longer, show better academic success in science, and therefore invest in training more than their male counterparts. Yet they are less often found in the teaching profession of mathematics within the university. And as soon as they get a permanent position, their careers slow down.Various studies show that this observation of gender inequalities seems contradictory to economic interest. The more women are at work, the more prosperous the economy. According to UN calculations, if the paid employment rate for women and men was the same, the gross domestic product (GDP) of the United States would increase by 9 percent, that of the euro area by 13 percent and that of Japan by 16 percent (Daly, 2007). In 15 large developing economies, income per capita would increase by 20 percent by 2030 (Lawson, 2008). Despite this economically rational argument, overall women remain less integrated into the labor market, paid less than men and more often exposed to precariousness.Where do these paradoxes come from? How can they be explained according to the historical and cultural contexts of the two countries that seem to have a priori nothing in common?The presentation of three trajectory models as part of this thesis will allow us to understand some of the social mechanisms for the origin of these phenomena and to question the impact of individual transgressions on the global gender system. ; L'affirmation démocratique du principe d'égalité des sexes fait il consensus dans tous les contextes sociétaux ? Les femmes parviennent-elles à imposer leur présence dans les bastions traditionnellement masculins? Les stratégies de transgression individuelle ouvrent-elles la voie à une recomposition normative?C'est à ces diverses questions que ce travail de thèse apporte des éléments de réponse à partir des trajectoires de mathématicien.nes à l'Université en France et au Kazakhstan.Après avoir rappelé brièvement les formes spécifiques que prend le principe d'égalité entre les sexes dans ces deux pays, la thèse propose une analyse du déroulement sexué des trajectoires et plus précisément du lien apparemment paradoxal entre réussite scolaire et carrières d'excellence. En France comme au Kazakhstan, en effet, les jeunes filles font des études plus longues, montrent une meilleure réussite académique en sciences dures, donc investissent plus la formation que leurs homologues masculins. Pourtant elles se retrouvent moins souvent dans le métier d'enseignant de mathématiques au sein de l'Université. Et dès qu'elles obtiennent un poste permanent à l'Université, leur carrière se ralentit.Ce constat d'inégalités sexuées semble contradictoire avec l'intérêt économique, comme le montrent différentes études. Car plus il y a de femmes au travail, plus l'économie prospère. Selon les calculs de l'ONU, si le taux d'emploi rémunéré des femmes était le même que celui des hommes, le produit intérieur brut (PIB) des États-Unis augmenterait de 9 pour cent, celui de la zone euro de 13 pour cent et celui du Japon, de 16 pour cent (Daly, 2007). Dans 15 grandes économies en développement, le revenu par habitant augmenterait de de 20 pour cent d'ici 2030 (Lawson, 2008). Malgré cet argument économiquement rationnel, globalement les femmes restent moins intégrées dans le marché du travail, moins payées que les hommes, plus souvent exposées à une précarité.D'où viennent ces paradoxes? Comment s'expliquent-t-ils en fonction des contextes historiques et culturels des deux pays n'ayant a priori rien en commun ? La présentation de trois modèles de trajectoires dans le cadre de ce travail de thèse permettra d'appréhender quelques-uns des mécanismes sociaux à l'origine de ces phénomènes et de s'interroger sur l'impact des transgressions individuelles sur le système global de genre.
Is there a consensus on the democratic affirmation of the principle of gender equality in all societal contexts? Do women manage to impose their presence in traditionally male-dominated bastions? Do individual transgression strategies open the way to a normative recomposition?These are the questions on which the thesis answers based on the trajectories of mathematicians at the universities of France and Kazakhstan.After briefly recalling the specific forms that the principle of equality between the sexes takes in these two countries, the thesis offers an analysis of the gendered development of trajectories and more precisely of the apparently paradoxical link between academic success and careers of excellence. In fact, in France, as in Kazakhstan, young women study longer, show better academic success in science, and therefore invest in training more than their male counterparts. Yet they are less often found in the teaching profession of mathematics within the university. And as soon as they get a permanent position, their careers slow down.Various studies show that this observation of gender inequalities seems contradictory to economic interest. The more women are at work, the more prosperous the economy. According to UN calculations, if the paid employment rate for women and men was the same, the gross domestic product (GDP) of the United States would increase by 9 percent, that of the euro area by 13 percent and that of Japan by 16 percent (Daly, 2007). In 15 large developing economies, income per capita would increase by 20 percent by 2030 (Lawson, 2008). Despite this economically rational argument, overall women remain less integrated into the labor market, paid less than men and more often exposed to precariousness.Where do these paradoxes come from? How can they be explained according to the historical and cultural contexts of the two countries that seem to have a priori nothing in common?The presentation of three trajectory models as part of this thesis will allow us to understand some of the social ...
Is there a consensus on the democratic affirmation of the principle of gender equality in all societal contexts? Do women manage to impose their presence in traditionally male-dominated bastions? Do individual transgression strategies open the way to a normative recomposition?These are the questions on which the thesis answers based on the trajectories of mathematicians at the universities of France and Kazakhstan.After briefly recalling the specific forms that the principle of equality between the sexes takes in these two countries, the thesis offers an analysis of the gendered development of trajectories and more precisely of the apparently paradoxical link between academic success and careers of excellence. In fact, in France, as in Kazakhstan, young women study longer, show better academic success in science, and therefore invest in training more than their male counterparts. Yet they are less often found in the teaching profession of mathematics within the university. And as soon as they get a permanent position, their careers slow down.Various studies show that this observation of gender inequalities seems contradictory to economic interest. The more women are at work, the more prosperous the economy. According to UN calculations, if the paid employment rate for women and men was the same, the gross domestic product (GDP) of the United States would increase by 9 percent, that of the euro area by 13 percent and that of Japan by 16 percent (Daly, 2007). In 15 large developing economies, income per capita would increase by 20 percent by 2030 (Lawson, 2008). Despite this economically rational argument, overall women remain less integrated into the labor market, paid less than men and more often exposed to precariousness.Where do these paradoxes come from? How can they be explained according to the historical and cultural contexts of the two countries that seem to have a priori nothing in common?The presentation of three trajectory models as part of this thesis will allow us to understand some of the social mechanisms for the origin of these phenomena and to question the impact of individual transgressions on the global gender system. ; L'affirmation démocratique du principe d'égalité des sexes fait il consensus dans tous les contextes sociétaux ? Les femmes parviennent-elles à imposer leur présence dans les bastions traditionnellement masculins? Les stratégies de transgression individuelle ouvrent-elles la voie à une recomposition normative?C'est à ces diverses questions que ce travail de thèse apporte des éléments de réponse à partir des trajectoires de mathématicien.nes à l'Université en France et au Kazakhstan.Après avoir rappelé brièvement les formes spécifiques que prend le principe d'égalité entre les sexes dans ces deux pays, la thèse propose une analyse du déroulement sexué des trajectoires et plus précisément du lien apparemment paradoxal entre réussite scolaire et carrières d'excellence. En France comme au Kazakhstan, en effet, les jeunes filles font des études plus longues, montrent une meilleure réussite académique en sciences dures, donc investissent plus la formation que leurs homologues masculins. Pourtant elles se retrouvent moins souvent dans le métier d'enseignant de mathématiques au sein de l'Université. Et dès qu'elles obtiennent un poste permanent à l'Université, leur carrière se ralentit.Ce constat d'inégalités sexuées semble contradictoire avec l'intérêt économique, comme le montrent différentes études. Car plus il y a de femmes au travail, plus l'économie prospère. Selon les calculs de l'ONU, si le taux d'emploi rémunéré des femmes était le même que celui des hommes, le produit intérieur brut (PIB) des États-Unis augmenterait de 9 pour cent, celui de la zone euro de 13 pour cent et celui du Japon, de 16 pour cent (Daly, 2007). Dans 15 grandes économies en développement, le revenu par habitant augmenterait de de 20 pour cent d'ici 2030 (Lawson, 2008). Malgré cet argument économiquement rationnel, globalement les femmes restent moins intégrées dans le marché du travail, moins payées que les hommes, plus souvent exposées à une précarité.D'où viennent ces paradoxes? Comment s'expliquent-t-ils en fonction des contextes historiques et culturels des deux pays n'ayant a priori rien en commun ? La présentation de trois modèles de trajectoires dans le cadre de ce travail de thèse permettra d'appréhender quelques-uns des mécanismes sociaux à l'origine de ces phénomènes et de s'interroger sur l'impact des transgressions individuelles sur le système global de genre.
The revival of Islam in the central Russian republic of Tatarstan has transformed the daily landscape and the very notion of Muslim piety in the region. While a growing number of historically Muslim Tatars of all ages are embracing embodied piety, an older generation's turn to religion is often perceived as late in coming and insincere. Based on ethnographic research and personal narratives of practicing Muslim Tatar women, I explore the ways the older women (re)construct their Muslim identities in the context of Tatars' recent interest in Islam. Specifically, I analyze two older Tatar women's stories about their paths to Islam. My analysis suggests that by tapping into the Soviet past, the women strive to create a continuously moral self that can serve as a solid basis for their present-day Muslim piety.
