Suchergebnisse

Ein Blick auf Artikeltitel in deutschen Fachzeitschriften, die sich mit Fragestellungen der Friedens- und Konfliktforschung beschäftigen, lässt die Vermutung zu, die Forschungsgemeinde würde sich vorrangig Fragen des Kriegs, Terrors und Staatszerfalls widmen und weniger dem gleichberechtigt firmierenden Sujet des Friedens. Herauszufinden, ob es sich hierbei um eine berechtigte Vermutung handelt, ist eine von drei Zielsetzungen des Artikels. Konkret geht es um eine Zustandsbeschreibung der Fachdebatte zwischen 2012 und 2017 anhand der Zeitschriften Sicherheit + Frieden (S+F), Friedens-Warte (FW), Zeitschrift für Internationale Beziehungen (zib) und der Zeitschrift für Friedens- und Konfliktforschung (ZeFKo). Das vergleichende Mapping erfolgt anhand von drei Fragen: A) Mit welchen methodischen Zugängen werden welche Regionen untersucht? B) In welchem Verhältnis werden friedensrelevante und konfliktrelevante Fragestellungen auf Basis welcher Themen behandelt? C) Inwiefern verfolgen AutorInnen einen Normativitätsanspruch? Die Untersuchungsergebnisse stellen eine empirisch gestützte Replik auf die im Rahmen der Frage nach dem Verhältnis zwischen der Disziplin der Internationalen Beziehungen (IB) und der Friedens- und Konfliktforschung von der zib im Jahre 2012 angestoßene Debatte dar.

Higher education has been strongly contested in recent times, on the grounds of its role in reproducing epistemic injustice, leading to calls to 'decolonise' institutions, curricula and teaching practices. Meanwhile, the practice of epistemic critique also points to potentials for challenge, learning and change. This article offers critical reflections in two distinct moments of time: firstly, reflections on experiences of a cross-site teaching project (2016) involving three of the authors (Mucha, Pesch and Wielenga) from the Departments of Political Science at the Universities of Düsseldorf (Germany) and Pretoria (South Africa) in an academic virtual collaboration project using shared classes and video-conferencing tools to study peace-building, human mobility and mediation. Secondly, the writing process for this article has involved a further collaborative author (Khoo) to comment upon and theorise curriculum-making and teaching experiences. We look at the different contexts in each country and how far the curricula and syllabi at both universities can be supplemented by cross-site teaching elements to deal with epistemic asymmetries in higher education reflexively, while leaning towards a more just knowledge (re)production. Some key challenges and limitations of the cross-site project are also discussed. ; https://journals.ufs.ac.za/index.php/aa/index ; pm2020 ; Political Sciences

Higher education has been strongly contested in recent times, on the grounds of its role in reproducing epistemic injustice, leading to calls to 'decolonise' institutions, curricula and teaching practices. Meanwhile, the practice of epistemic critique also points to potentials for challenge, learning and change. This article offers critical reflections in two distinct moments of time: firstly, reflections on experiences of a cross-site teaching project (2016) involving three of the authors (Mucha, Pesch and Wielenga) from the Departments of Political Science at the Universities of Düsseldorf (Germany) and Pretoria (South Africa) in an academic virtual collaboration project using shared classes and video-conferencing tools to study peace-building, human mobility and mediation. Secondly, the writing process for this article has involved a further collaborative author (Khoo) to comment upon and theorise curriculum-making and teaching experiences. We look at the different contexts in each country and how far the curricula and syllabi at both universities can be supplemented by cross-site teaching elements to deal with epistemic asymmetries in higher education reflexively, while leaning towards a more just knowledge (re)production. Some key challenges and limitations of the cross-site project are also discussed.