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  • Resultat 61-70 av 9694
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61.
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62.
  • Johnson, Dustin, et al. (författare)
  • Advancing a Children, Peace and Security Agenda for the Future of UN Peacekeeping
  • 2023
  • Ingår i: Multidisciplinary Futures of UN Peace Operations. - Cham, Switzerland : Palgrave Macmillan. - 1759-3735 .- 2752-857X. - 9783031385957 ; , s. 173-193
  • Bokkapitel (refereegranskat)abstract
    • Grave violations of children’s rights during armed conflict, particularly the recruitment and use of children by armed forces and groups, have been an important and growing concern for UN peacekeeping since the mid-1990s. Important advances in these children and armed conflict agenda have included dedicated child protection language in mission mandates, the development of extensive training and policy on child protection, and successful engagement with armed forces and groups to end abuses against children. However, the mandate has gaps in focusing on prevention of grave violations, acknowledging children’s participation in peace and security, and how child protection could contribute to building and sustaining peace. This chapter examines three areas in which future UN peacekeeping missions can improve their approach to the children and armed conflict agenda and complement ongoing initiatives such as Action for Peacekeeping + : better centering children in peace and security efforts, improving early warning and early action to prevent grave violations, and adopting more nuanced understandings of children’s gender and agency.
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63.
  • Lozic, Vanja, Associate professor, 1976- (författare)
  • Breaking the silence : Voicing teachers’ exposure to identity-based exclusionary processes at workplace
  • 2023
  • Ingår i: The 1st work science meeting. - : Malmö universitet. - 9789178774302 ; , s. 4-5
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • The study explores thirty compulsory schoolteachers’ experiences of exposure to exclusionary behaviour and comments by fellow colleagues, students, or their legal guardians at the workplace. Using analytic terms exclusionary processes and intersectionality, and by interviewing teachers who have experienced exclusion due to norms concerning gender, sexuality, ethnicity, race, and religion, I will answer following research questions: How do teachers experience exclusion and how does it affect them? What makes exclusion at workplace possible and how can one act on it? Of particular interest is subtle exclusion, as it is hard to detect and has been neglected be professionals and Swedish researchers, despite the evidence of high rate of occurrence and negative psychological, social, and professional consequences. Theoretical inspiration comes from research on intersectionality and microaggressions in the workplace. The study is based on interviews with teachers, who have volunteered to talk about their own experiences of exclusionary processes. The interviewees, working in different educational settings, define, describe, and are asked to problematize and contextualize exclusionary processes that affect them. The study shows that the interviewees are subjected to exclusionary processes because they do not occupy normative position in the local context. Gender-based exclusionary processes are often interdependent of several identity-based power differentials that may or may not operate simultaneously (for example age, gender, ethnicity and educational background or whiteness norms, religion, and gender may intersect each other, reinforcing or weakening different power axes). Additionally, the interviewed teachers express that there is a lack of institutional support for change, highlighting the importance of developing analytical tools to understand and eventually tackle subtle exercises of exclusionary power. Nowhere in the analyzed empirical material has there been talk of attempts at collective action where the teachers join or themselves organize social movements and act collectively, even though, according to Bonilla-Silva (2018), these forms of resistance make the largest impact in terms of changing social structures of exclusion. The lack of collective action and institutional support highlights the need for a paradigm shift.
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64.
  • Nightingale, Andrea J. (författare)
  • Challenging the Romance with Resilience
  • 2015
  • Ingår i: Practising Feminist Political Ecologies: Moving Beyond the ‘Green Economy’ by Wendy Harcourt and Ingrid Nelson. - London : Zed Books. - 9781783600878
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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65.
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66.
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67.
  • Åsberg, Cecilia, 1974- (författare)
  • Cyborg Troubles : The Promises of Posthumanities
  • 2023
  • Ingår i: Tecnoscienza. - Milano. - 2038-3460. ; 14:1, s. 132-145
  • Tidskriftsartikel (refereegranskat)abstract
    • In this essay to the section Crossing Boundaries of OA journal Technoscienza, I discuss the plethora of interdisciplinary approaches to the present world troubles from the prism offered by Donna J Haraway's concept of the cyborg and the situated knowledges ensuing in its wake.  
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68.
  • Asplund Carlsson, Maj, 1948, et al. (författare)
  • "När han är arg är han turkisk". Identitetsskapande i Lin Hallbergs kompisbokstrilogi
  • 2008
  • Ingår i: EDUCARE. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; 4:1, s. 7-25
  • Tidskriftsartikel (refereegranskat)abstract
    • With a background in current theories of identification and identifying processes, our aim is to study how ideologies of identity interpellate children in narrative texts such as Lin Hallberg’s trilogy of Kompisboken, Bästisboken and Svikarboken. We study how the texts offer, mirror and perform various identities in their characterization of children and adults in a multicultural context. The issue is how the different characters are created through chains of articulation, of equivalence and difference, of properties, actions and performances. The four main child characters are construed around two dyads – male and female, native and foreign – and as well as the minor characters – parents and teachers – they display subject positions which are restricted and basically locked in a normative matrix. Thus, these texts do not afford children alternative identity constructions or resistance to stereotypical identities of gender or ethnicity.
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69.
  • Asplund Carlsson, Maj, 1948-, et al. (författare)
  • Spänning och äventyr som läromedel
  • 2011
  • Ingår i: Kritisk läsning av pedagogiska texter. - Lund : Studentlitteratur. - 9789144057057 ; , s. 49-68
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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70.
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