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| 1 |
ID:
085722
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| Publication |
2008.
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| Summary/Abstract |
Securitisation theory, which has been developed by a number of scholars affiliated to the Copenhagen Peace Research Institute, has become one of the most attractive analytical tools in contemporary critical security studies. The work of Barry Buzan, Ole waever and others has made a major contribution to our understanding of the dynamics of security by introducing the concepts of 'securitisation' and 'desecuritisation'. However, while this approach has made a major theoretical contribution in general, there have been few attempts at applying the concept of desecuritisation in particular. Moreover, at the theoretical level, there are also problems, notably an under-theorisation of the desecuritisation. This article is an attempt to apply the under-employed/under-theorised concept of desecuritisation to the Israeli-Palestinian case with a particular focus on the potential for desecuritisation arising from Israeli-Palestinian cooperation/coexistence efforts. Based on a conceptual framework that integrates desecuritisation with the concepts of peace-building and peace-making, the article pays attention to peace education efforts involving Israeli and Palestinian civil societies as desecuritisation initiatives.
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| 2 |
ID:
153237
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This article shows that effective reconciliation and peace-building require teaching children a constructed narrative based on the opposing stories, especially with regard to an intractable conflict such as the one that characterizes the Israeli–Palestinian case. Textbooks play an important role in any country when it comes to creating collective memory and political consciousness. They change over time, according to political and social powers within that nation, and can support and inspire processes of war or peace education. In a transition period between war and peace, for example, one can distinguish differential trends of texts that convey acceptance, tolerance, minimization of stereotypes and reduction of war imagery compared to the preceding period – all in the service of building a reality of peace and reconciliation.
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| 3 |
ID:
161346
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This article investigates Greek Cypriot ‘discourses of resistance’ to potential revisions of history textbooks as part of a wider peace education process. Although changing history textbooks towards a more inclusive and pluralistic narrative is arguably a necessary step for a sustainable peace, efforts to do so have met with strong resistance and ultimately failed. Existing studies have illuminated the problematic historical content of these textbooks and often point towards the controversies raised, but rarely do they offer an in-depth analysis of these discourses about textbooks. This study seeks to fill this gap by deconstructing these ‘discourses of resistance’ to reach a deeper understanding of why this aspect of peacebuilding has failed. Empirical findings through an analysis of interviews, policy documents, newspapers, speeches and circulars indicate a pronounced link between education and security, which has until recently remained at the periphery of peacebuilding research. Discourses of resistance present changes to history textbooks as a betrayal and threat to the nationalist struggle, a process I argue constitutes the securitisation of history textbooks.
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| 4 |
ID:
133255
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2014.
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| Summary/Abstract |
Indonesia has seen excessive political violence in the first years since the end of autocratic rule under former president Suharto. Documented violence has ranged from separatist struggle to communal strife to terrorist attacks. The International Crisis Group (icg) has reported extensively on the conflicts underlying this violence and has formulated policy advice on how to overcome them. While the icg's reports on Indonesia have been acknowledged for their detailed and accurate account of micro-level violence, their recommendations reveal their political objectives. The icg's panacea for overcoming violent conflicts is institution building and security sector reform, which are centrepieces of the 'standard programme' of liberal peace- and state building. However, it is not only its policy advice but all the icg's publications in general that aim to diffuse the liberal governance agenda. This article argues that, through the narrative technique of epideictic oratory, the icg is aiming to educate its audience into a liberal governmentality characterised by practices and procedures which effect a de-politicisation of violence, foster liberal forms of governance and self-government and thus contribute to sustaining liberalism as a global 'regime of power'.
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| 5 |
ID:
031322
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| Publication |
Frankfurt, Campus Verlag, 1981.
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| Description |
389p
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Copies: C:1/I:0,R:0,Q:0
Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 021593 | 327.1720014/SAK 021593 | Main | On Shelf | General | |
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| 6 |
ID:
120940
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| 7 |
ID:
161345
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| Summary/Abstract |
Focusing on Sri Lanka, this article complements existing research on the adoption of global norms and discourses around peace education by illuminating the tensions between global and local demands in a multicultural society torn by conflict. In analysing a series of donor-funded official civics textbooks issued during the civil war, it identifies textbooks as sites of the conflictual ‘hybridisation’ of the liberal peacebuilding paradigm and the challenge to it posed by local interests and sensibilities. The analysis of the discourses around ‘good citizenship’ in Sri Lankan textbooks elucidates a case of the political co-optation of donor-driven agendas, traceable in the uneasy blend of a traditional and a global model of citizenship education simultaneously embracing and undermining liberal ideals of peacebuilding through emphases and silences that may risk compromising national reconciliation. The textbook discourses which enact these processes construct notions of social cohesion around civic virtues, frame rights as privileges earned through compliance and gratitude towards authoritative institutions, promote understandings of peace and conflict which highlight individual responsibility while obscuring systemic violence, and affirm social justice, democracy and human rights while evading the realisation of these ideals in practice.
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