Suchergebnisse

The Women in Blue Helmets tells the story of the first all-female police unit deployed by India to the UN peacekeeping mission in Liberia in January 2007. Lesley J. Pruitt investigates how the unit was originated, developed, and implemented, offering an important historical record of this unique initiative. Examining precedents in policing in the troop-contributing country and recent developments in policing in the host country, the book offers contextually rich examination of all-female units, explores the potential benefits of and challenges to women's participation in peacekeeping, and illuminates broader questions about the relationship between gender, peace, and security

"The Women in Blue Helmets tells the story of the first all-female police unit deployed by India to the UN peacekeeping mission in Liberia in January 2007. Lesley J. Pruitt investigates how the unit was originated, developed, and implemented, offering an important historical record of this unique initiative. Examining precedents in policing in the troop-contributing country and recent developments in policing in the host country, the book offers contextually rich examination of all-female units, explores the potential benefits of and challenges to women's participation in peacekeeping, and illuminates broader questions about the relationship between gender, peace, and security."--Provided by publisher

Intro -- Youth Peacebuilding: Music, Gender, and Change -- Contents -- Acknowledgments -- Prelude -- Introduction -- Chapter 1: Youth in Peace and Conflict -- Chapter 2: Music Makes the (Young) People Come Together? -- Chapter 3: The Beat on the Ground: Introducing the Case Studies -- Chapter 4: Building Peace Through a Musical Dialogue -- Chapter 5: Shifting Identities, Performing Peace -- Chapter 6: Making Space, Creating Common Ground -- Chapter 7: Gendering the Jam: Possibilities and Prohibitions -- Postlude -- Appendices -- Appendix 1. Third Place Respondent Demographics -- Appendix 2. Third Place Participant Interview Schedule -- Appendix 3. Third Place Facilitator Demographics -- Appendix 4. Third Place Facilitator Interview Schedule -- Appendix 5. Breaking Barriers Respondent Demographics -- Appendix 6. Breaking Barriers Youth Participant Interview Schedule -- Appendix 7. Breaking Barriers Facilitator Demographics -- Appendix 8. Breaking Barriers Facilitators Interview Schedule -- Notes -- Bibliography -- Index.

AbstractThis article demonstrates the importance of paying attention to the roles children and childhood play in policy making relating to migration, especially since the outcomes of these debates have serious implications for children and for migrants, refugees, and asylum seekers of all ages. The article considers a case study examining political representations of migrant, asylum seeker, and refugee children from 2015 to 2016 in the United Kingdom Parliament. Applying discourse analysis to Hansard records, the article demonstrates how across significant political differences, policy makers come together in painting children as victims in need of urgent protection while situating themselves and the UK as best placed to determine how to provide this security to the children in question – historically, currently, and in the future. In doing so, policy makers contribute to inaccurate essentialisations of children, and simultaneously situate the UK as a global protector of children, even when limited agreement on policy approaches exists.

This article reports on a discourse analysis of high circulation news media sources in the United Kingdom, around six key events relating to migration in 2015–2016. This article argues that the dominant discourse in UK media constructed the increase in movements of people and applications for asylum as a 'crisis of borders'. In this context, Europe's borders were deemed problematically porous in enabling large numbers of people to enter. This porosity was painted as leading to an ongoing crisis for people in Europe, with the assumption being that allowing more people to enter would threaten European borders, security forces, people, and identity. These discursive constructions serve to marginalise considerations of insecurity and dangers that asylum seekers and refugees face in conflicts, and instead paint them not as experiencing violence, but rather as perpetrators of crisis themselves.

Addressing sexual and gender-based violence (SGBV) in international peace and security frameworks is crucial. Yet SGBV often remains silenced in the peace and security literature. Relatedly, SGBV tends to be marginalised in the classroom. This can perpetuate challenges to achieving peace by producing graduates and practitioners who are neither knowledgeable about, nor prepared to deal with, SGBV in practice. To explore possibilities for engaging with this challenging topic, this article reflects on a role-play simulation in a graduate course on International Peacekeeping. In doing so, it discusses prospects for educating students around SGBV and challenges to doing so effectively. Role-play simulations may be useful tools for engaging with such complex topics. At the same time, learning outcomes will improve if the role-play is introduced after discussing a broader range of relevant literature and debates around gender in general and SGBV in particular. Furthermore, even with prior discussion, educators may need to prompt reflection and discussion around gender if students do not initiate such conversations themselves. Actions like this may have positive outcomes for gender mainstreaming of the discipline insofar as they in better prepare students for future professional roles in peace and security. Adapted from the source document.

Addressing sexual and gender-based violence (SGBV) in international peace and security frameworks is crucial. Yet SGBV often remains silenced in the peace and security literature. Relatedly SGBV tends to be marginalised in the classroom. This can perpetuate challenges to achieving peace by producing graduates and practitioners who are neither knowledgeable about, nor prepared to deal with, SGBV in practice. To explore possibilities for engaging with this challenging topic, this article reflects on a role-play simulation in a graduate course on International Peacekeeping. In doing so, it discusses prospects for educating students around SGBV and challenges to doing so effectively. Role-play simulations may be useful tools for engaging with such complex topics. At the same time, learning outcomes will improve if the role-play is introduced after discussing a broader range of relevant literature and debates around gender in general and SGBV in particular. Furthermore, even with prior discussion, educators may need to prompt reflection and discussion around gender if students do not initiate such conversations themselves. Actions like this may have positive outcomes for gender mainstreaming of the discipline insofar as they in better prepare students for future professional roles in peace and security.