Suchergebnisse

This book critically analyses the changing role and nature of post-Cold War humanitarianism, using Foucault's theories of biopolitics and governmentality. It offers a compelling and insightful interpretation of the policies and practices associated with 'new humanitarianism in general, as well as of the dynamics of two specific international assistance efforts: the post-2001 conflict-related assistance effort in Afghanistan and the post-2000 Chernobyl-related assistance effort in Belarus. The central argument of the book is that 'new' humanitarianism represents a dominant regime of humanitaria

This book critically analyses the changing role and nature of post-Cold War humanitarianism, using Foucault's theories of biopolitics and governmentality. It offers a compelling and insightful interpretation of the policies and practices associated with 'new humanitarianism in general, as well as of the dynamics of two specific international assistance efforts: the post-2001 conflict-related assistance effort in Afghanistan and the post-2000 Chernobyl-related assistance effort in Belarus. The central argument of the book is that 'new' humanitarianism represents a dominant regime of humanitaria.

This article discusses the results of a small-N survey of established academic staff within the discipline of politics and international relations and how they view research-teaching links. It reveals that even among this small group there are very different views as to the relationship between teaching and research. The article argues that more work is needed to produce a fuller understanding of the nexus across the discipline and that research needs to be integrated at all levels of undergraduate study. Fundamentally, we need to make the link explicit to both students and other stakeholders to ensure that the nexus remains viable in the future. Adapted from the source document.

This article discusses the results of a small-N survey of established academic staff within the discipline of politics and international relations and how they view research–teaching links. It reveals that even among this small group there are very different views as to the relationship between teaching and research. The article argues that more work is needed to produce a fuller understanding of the nexus across the discipline and that research needs to be integrated at all levels of undergraduate study. Fundamentally, we need to make the link explicit to both students and other stakeholders to ensure that the nexus remains viable in the future.