Suchergebnisse

In the current risk scenario, security policy is increasingly developing beyond what some have called the strictly security-oriented. In this sense, commons theory is a key conceptual framework for understanding the transformation and paradigm shift in security policy. The questions raised in this monograph revolve around the theoretical-conceptual framework of the commons, or some of its elements. From the perspective of the commons, security and defence, and their public policies, take into account the value created by the dynamics between different actors. Thus, firstly, maritime security is approached from a military perspective and, at the same time, it is understood as a common good. This means recognising the fundamental importance of the sea for the development of nations, as well as for international well-being. Then, with regard to the European Union's security and defence policy, it discusses how to enhance the value of this common good, which is international security. And it does so by addressing the issue of the European Armed Forces, first by explaining the reasons for the consolidation of the F-35 aircraft. Subsequently, focusing on the approach of tackling security from the perspective of the common good, we learn first-hand about the study that combines an educational and cultural policy for the Prevention of Violent Extremism, by entering into a pioneering educational experience of the dialogic space in the Master's Degree in Global Security Policies: Prevention of Violent Extremism at the University of Barcelona, in which the Holocaust, the Gulag, feminicide and jihadist terrorism are addressed. Security is then analysed in relation to citizen coexistence. And as it is part of a monograph on security as a common good, public space is explained, not only from the idea of public property or ownership that the public domain entails, but also from its conception as a common good. Next, urban security is explained with a three-dimensional assessment that allows for the design, implementation, monitoring and evaluation of municipal security policies with a specific case study. Finally, all of the above studies are underpinned by the theorisation of security and defence as common goods.

The blue ocean of the Common Security and Defence Policy (CSDP) of the European Union is the object of study of this research, from a basically policy-making approach, focused on policy design. As a starting point, it takes content from geopolitics and realism theories that analyse why the common European defence policy is so problematic. The study explains the blue ocean tool with the case study of the F-35 aircraft. Based on their understanding, the red ocean strategy is described against the blue ocean strategy, contrasting a Europe within NATO and dependent on the US against a Europe as A²E (strategic actor and strategic autonomy). Subsequently, the scheme of four actions in the construction of a common defence policy in Europe is elaborated. The blue ocean matrix is structured, where the construction of a common defence policy in Europe is analysed, presenting what should be eliminated from the defence policy, what should be reduced, what should be increased and, finally, what should be created to achieve a common security and defence policy of the European Union (EU). Then, the four organizational barriers to achieving a European Armed Forces and the three key components of the change to the European Armed Forces are considered.

La Llei catalana d'Educació (LEC) de 2009 inauguró una reforma edu- cativa en Cataluña. Desde entonces, los equipos directivos se han visto impulsados a ejercer un nuevo liderazgo pedagógico y de gestión en sus centros de enseñanza. Así, los directores y directoras de las escuelas catalanas están abandonando paulatinamente su rol de primus inter pares y se están convirtiendo en líderes de referencia e impul- sores de mejoras. Esta transformación, como cualquier cambio organizacional, genera incertidumbre y resistencias. De ahí la importancia de referentes de los que aprender. En este sentido, el liderazgo ejercido por los directores y directoras finlandeses es un buen ejemplo de cómo ejercerlo de forma creativa, dando lugar a un ambiente escolar colaborativo guiado por un fin común: el aprendizaje de los niños y niñas finlandeses. El presente artículo analiza, mediante examen documental y legislativo, el cambio en el modelo de dirección de Cataluña y lo compara con el liderazgo finlandés. En esta misma dirección, estudia el impacto social que genera un liderazgo creativo.

COVID-19 has exacerbated the vulnerability of the Roma communities in Europe. However, these communities have a strong sense of resilience, and the role of Roma women must be highlighted since they have historically nurtured solidarity networks even in the most challenging situations. Aim: A particular action organized by a Roma Association of Women is analyzed: the Roma Women Students' Gathering (RWSG, or gathering). In its 19th edition, this democratic space aimed at tackling the challenges the pandemic has raised and its impact on the Roma communities. Method: The 19th RWSG, which was the first one held online, was inductively analyzed to gain a deeper understanding of the key aspects that the Roma women highlight when they organize themselves. Results: RWSG generates optimal conditions where Roma women identify the challenges affecting their community and, drawing on the dialogues shared, agree on strategies to contest them. RWSG also enhanced solidarity interactions that enabled the conquering of the virtual space, transforming it into an additional space where the Roma could help each other and thus better navigate the uncertainties unleashed by COVID-19. Key features of the Roma culture emerged in these spaces of solidarity, such as protecting the elderly and prioritizing community wellbeing rather than only the individual's preferences. Conclusion: Roma women play a key role in weaving an organized response to the uncertainty derived from COVID-19, and connecting them to the public sphere, potentially achieving social and political impacts.

La dinámica que subyace en los extremismos tiene como rasgo común la exclusión del otro a través del discurso de odio. Una de las claves para la prevención del extremismo violento (PEV) apunta a trabajar desde las políticas públicas los prejuicios y estereotipos que sustentan las ideas que conforman el discurso discriminatorio. Este estudio expone un proyecto educativo en el marco de la estrategia PEV de la UNESCO a través de la literatura. La propuesta se articula alrededor de un caso específico en Europa: la violencia ustacha, que nos permite identificar tres cuestiones relevantes para la concreción de la estrategia de la PEV: la histórica, la literaria y la dialógica. El objetivo es diseñar, en pro de los derechos humanos, políticas públicas con impacto social para la PEV, que consoliden el reconocimiento de la igual dignidad de las personas.