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American Journal of Business, vol. 31 no. 2
Type: Research Article
ISSN: 1935-5181

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Environmental Management and Health, vol. 12 no. 5
Type: Research Article
ISSN: 0956-6163

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Article
Publication date: 1 December 2001

242

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International Journal of Sustainability in Higher Education, vol. 2 no. 4
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 1 August 2000

217

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Disaster Prevention and Management: An International Journal, vol. 9 no. 3
Type: Research Article
ISSN: 0965-3562

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Book part
Publication date: 26 September 2022

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School-to-School Collaboration: Learning Across International Contexts
Type: Book
ISBN: 978-1-80043-669-5

Open Access
Article
Publication date: 21 July 2020

Gonzalo Lizarralde, Holmes Páez, Adriana Lopez, Oswaldo Lopez, Lisa Bornstein, Kevin Gould, Benjamin Herazo and Lissette Muñoz

Few people living in informal settlements in the Global South spontaneously claim that they are “resilient” or “adapting” to disaster risk or climate change. Surely, they often…

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Abstract

Purpose

Few people living in informal settlements in the Global South spontaneously claim that they are “resilient” or “adapting” to disaster risk or climate change. Surely, they often overcome multiple challenges, including natural hazards exacerbated by climate change. Yet their actions are increasingly examined through the framework of resilience, a notion developed in the North, and increasingly adopted in the South. To what extent eliminate’ do these initiatives correspond to the concepts that scholars and authorities place under the resilience framework?

Design/methodology/approach

Three longitudinal case studies in Yumbo, Salgar and San Andrés (Colombia) serve to investigate narratives of disaster risks and responses to them. Methods include narrative analysis from policy and project documents, presentations, five workshops, six focus groups and 24 interviews.

Findings

The discourse adopted by most international scholars and local authorities differs greatly from that used by citizens to explain risk and masks the politics involved in disaster reduction and the search for social justice. Besides, narratives of social change, aspirations and social status are increasingly masked in disaster risk explanations. Tensions are also concealed, including those regarding the winners and losers of interventions and the responsibilities for disaster risk reduction.

Originality/value

Our findings confirm previous results that have shown that the resilience framework contributes to “depoliticize” the analysis of risk and serves to mask and dilute the responsibility of political and economic elites in disaster risk creation. But they also show that resilience fails to explain the type of socioeconomic change that is required to reduce vulnerabilities in Latin America.

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Disaster Prevention and Management: An International Journal, vol. 29 no. 6
Type: Research Article
ISSN: 0965-3562

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Open Access
Article
Publication date: 13 September 2022

Kevin Kester, Mary Abura, Chaewon Sohn and Ella Rho

This comparative case study looks towards the diverse approaches of higher education to support peacebuilding, from policy and philosophy to pedagogical practices, in…

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Abstract

Purpose

This comparative case study looks towards the diverse approaches of higher education to support peacebuilding, from policy and philosophy to pedagogical practices, in conflict-affected and post-conflict settings. The achievement of global development goals is dependent on addressing access to quality education in conflict-affected contexts, including higher education. However, in settings affected by conflict, higher education is often perceived to be a luxury, not a necessity. This study, then, explores whether and how higher education might support peace and development through the unique perspective of the “three faces” of higher education in conflict contexts.

Design/methodology/approach

The paper is designed as a qualitative comparative case study. The research examines the work of university educators in two institutions in Afghanistan and Somaliland, highlighting the challenges and opportunities they face working in conflict-affected societies and their pedagogical responses to conflict. Data for the research were collected through in-depth interviews, documents, and digital artifacts with 12 university educators across the two institutions. The faculty teach a wide variety of subjects in the social sciences and humanities, subjects including and in addition to those specific to peace and development studies. To strengthen the interpretation of data, multiple coders were involved and intercoder reliability was conducted.

Findings

Findings indicate a number of challenges and opportunities that university lecturers and their institutions face in teaching for peace in conflict-affected contexts, particularly as it relates to the “three faces” of higher education to support, impede, or reveal the complicated nuances of peacebuilding in conflict settings. Member-checking was employed with participants to enhance the reliability of the analysis.

Originality/value

In the end, the paper contributes new empirical insights into higher education in conflict-affected contexts, particularly from the standpoint of faculty. Critical perspectives and implications for curriculum, pedagogy and research are offered.

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International Journal of Comparative Education and Development, vol. 24 no. 3/4
Type: Research Article
ISSN: 2396-7404

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Article
Publication date: 1 June 2000

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International Journal of Sports Marketing and Sponsorship, vol. 2 no. 2
Type: Research Article
ISSN: 1464-6668

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Publication date: 5 July 2011

721

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Library Hi Tech News, vol. 28 no. 5
Type: Research Article
ISSN: 0741-9058

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