Suchergebnisse

Abstract
Women, peace and security (wps) is a global normative agenda that seeks to address the vulnerability and victimization of women in armed conflict situation and recognize their agency to transform post-conflict societies. In over two decades, various international institutions, states, and transnational and domestic civil society groups have taken on various initiatives to advance wps through international policy frames, regional commitments, and national operationalization.
In Southeast Asia, even though women's human rights have gained traction in the region through cross-cutting issues on gender equality and violence against women, not much has been said in the context of these in armed conflict and peacebuilding situations. In fact, to date, the Association of Southeast Asian Nations (asean) was the latest regional body to have adopted a framework for action on wps. This study uses the norm life cycle model to explain the emergence and cascade of wps in the asean and explains the challenges to the internalization of the norm in the region.

While there is a strong body of literature documenting various challenges qualitative researchers face with vulnerable populations in the Global North, there is a dearth of research on the ethical dilemmas arising with institutionalized populations in post-authoritarian and post-socialist contexts in the Global South, or Global East. This article sheds light on the methodological challenges and ethical dilemmas emerging in qualitative research with orphanage youth and incarcerated women in Ukraine. The following dilemmas are discussed: methodological relevance, methodological credibility and reliability, methodological flexibility, constrained freedom and limited privacy, perceived researcher identity as a burden, and complicated reciprocity. These reflections on the dilemmas and lessons learned are informed by the author's qualitative research conducted in Ukraine between 2010 and 2019. They serve to guide budding scholars and graduate students who often times feel unprepared in their graduate studies to conduct emotionally intense research with vulnerable populations.

This article uses a comparative approach to analyze the strengths and limitations of the inclusion of religious actors in peace and transition processes. It compares the theoretical frameworks of Bercovitch and Kadayifci-Orellana, and Brewer, demonstrating how the first helps us understand the strengths of religious actors, while the second sheds more light on their limitations. An analysis of the involvement of religious actors in the peace processes in Northern Ireland and Bosnia and Herzegovina supports the argument that religious actors are more likely to contribute to peace when they are excluded from Track One negotiations and are active in other modalities of participation: in wider social peace processes at national or grass-roots levels. Religious actors can contribute to peace processes especially if they choose to exclude themselves from Track One negotiations in order to avoid the pitfalls of becoming too closely associated with political power.

This paper starts by characterizing conventional notions of quantitative 'versus' qualitative research and considers their potential displacement by 'mixed-methods' research. The claim that mixed-methods research is necessarily an advance on its predecessors is critiqued. Using a critical realist approach favouring retroductive and abductive rather than inductive and deductive research strategies, it is suggested that the theoretical dimension implicit in all research is too often neglected. It is further contended that 'making a case' empirically amounts to much the same things as 'making a case' theoretically. More 'metareflection' is commended. Brief references is made to the literature on health inequalities to add some flesh to the bones of the argument.

Abstract
How does a leader's childhood exposure to war influence their propensity to initiate conflicts? While much research explains leaders' national security policies using their combat and rebel experiences, few scholars have examined the effects of childhood wartime violence. I develop and test two competing arguments about the effects of childhood war trauma on future conflict behavior. One argument expects that leaders exposed to war at a young age will be less likely to initiate conflict because they fear its consequences. An alternative perspective expects that these leaders are more likely to initiate conflict out of anger and a desire for revenge. I test my hypotheses using an original dataset and a research design that reduces inference barriers. Leveraging variations in the level of violence experienced during wartime, I only compare leaders who were exposed to foreign military invasions as children. I find that those who experienced severe war trauma, such as family deaths, injuries, or displacement, are less likely to initiate interstate conflicts than those who did not experience such traumatic events. These effects are substantial, particularly when political constraints are weak. My results suggest that childhood war trauma has a long-term impact on leaders' conservatism about using force.

The purpose of the article is to review four major social science research projects currently under way in the Nordic countries, and to discuss the preconditions for, and the significance of, the manner in which the projects are organised. Four models for organising social science research are outlined, and applied to the projects. The main conclusion of the study, albeit of a tentative nature, is that whether a research project is organised according to one or other model is dependent upon the infrastructure of social science research, and the organisation of the wider society in the country concerned.

This article explores the interrelationships between literacy research, policy, and practice. The author contends that these three spheres of activity, which in principle should be closely related and mutually supportive, have in fact developed independently of one another and remain separated by mutual misunderstandings. In developing nations, the influence of externally funded research and internationally sanctioned policy objectives has often resulted in research undertakings that fail to illuminate prevailing realities and policy goals out of touch with actual possibilities. The author concludes by noting the growing importance of adult literacy programs and the increasing efforts in both industrialized and developing countries to ensure closer linkages between research, policy formulation, and practice.