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Book part
Publication date: 2 March 2021

Selina Gallo-Cruz

In the growing field of nonviolent social movement studies, questions of power are often layered in inquiries into drivers of mobilization and dynamics of success, from the…

Abstract

In the growing field of nonviolent social movement studies, questions of power are often layered in inquiries into drivers of mobilization and dynamics of success, from the individual to the societal level. The different ways marginalized groups utilize power are not adequately theorized, however. Here I address paradigmatic approaches to understanding power in nonviolent movements, identifying conceptual limitations to explaining stratification among nonviolent resisters. In response, I develop a framework for better understanding the socially constructed origins of nonviolent power among different mobilized groups. I first provide a sociology of knowledge survey of common theories of power in nonviolent mobilization. I also review literature on mobilization among marginalized populations to identify valuable insights lacking in nonviolent movements studies. I then explore one case of marginalized nonviolent resistance, that of the Mothers of the Plaza Mayo who mobilized for an end to the Argentine Dirty War. Through this case, I develop a social constructionist framework that can be generalized to better understand how stratification shapes nonviolent resistance differently for different actors. I conclude by proposing a general framework of inquiry, guiding scholars to pay attention to four dimensions of conflict and resistance when examining the power dynamics of nonviolent movements: the temporal context of conflict, the degree of repression, actor status and positionality, and how nonviolent strategies and tactics correspond to each of these dimensions.

Article
Publication date: 16 July 2009

Douglas Fry

Cross‐cultural studies show that most, but not all, human societies engage in warfare. Some non‐warring societies cluster as peace systems. The existence of peace systems, and…

Abstract

Cross‐cultural studies show that most, but not all, human societies engage in warfare. Some non‐warring societies cluster as peace systems. The existence of peace systems, and non‐warring societies more generally, shows that warfare is not an inevitable feature of human social life. This article considers three peace systems in some detail: Brazil's Upper Xingu River basin tribes, Aboriginal Australians, and the European Union. A primary goal is to explore features that contribute to peace in each of the three non‐warring systems. What do these peace systems suggest about how to prevent war? Provisionally, key elements would seem to be the promotion of interdependence among the units of the peace system, creation of cross‐cutting links among them, the existence of conflict resolution procedures, and belief systems (including attitudes and values) that are anti‐war and pro‐peace.

Details

Journal of Aggression, Conflict and Peace Research, vol. 1 no. 2
Type: Research Article
ISSN: 1759-6599

Keywords

Book part
Publication date: 15 December 2016

Rachel Wexelbaum

The author of this chapter will explain how libraries define safe space through policies, procedures, and professional codes of ethics. The chapter will generate a history of the…

Abstract

Purpose

The author of this chapter will explain how libraries define safe space through policies, procedures, and professional codes of ethics. The chapter will generate a history of the concept of libraries as safe space, will explain how libraries attempt to create safe spaces in physical and online environments, and will show how library practices both help and harm patrons in need of safe space.

Methodology/approach

This chapter provides a review of the literature that illustrates how libraries provide safe space – or not – for their patrons. The author will deconstruct the ALA Code of Ethics and Bill of Rights to demonstrate how libraries remain heteronormative institutions that do not recognize the existence of diverse patrons or employees, and how this phenomenon manifests in libraries.

Findings

Libraries, either through their physical construction or through policies and procedures, have become spaces for illegal activities and discrimination. Populations who would be most likely to use libraries often report barriers to access.

Practical implications

Libraries should revisit their policies and procedures, as well as assess their physical and online spaces, to determine whether or not they truly provide safe space for their patrons. While libraries can become safer spaces, they should clearly communicate what types of safety they actually provide.

Originality/value

This chapter offers a critique of libraries as safe spaces, which will challenge popular opinions of libraries, and compel the profession to improve.

Details

The Future of Library Space
Type: Book
ISBN: 978-1-78635-270-5

Keywords

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…

3205

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.

Details

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

Keywords

Access

Only Open Access

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Content type

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