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  • Resultat 21051-21060 av 30141
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21051.
  • Manners, Ian (författare)
  • Political psychology of emotions in European Union foreign policy in times of ontological (in)security and crisis
  • 2024
  • Ingår i: Journal of European Integration. - 0703-6337. ; 46:5, s. 817-837
  • Tidskriftsartikel (refereegranskat)abstract
    • The article argues that understanding when and how emotions matter in times of crisis requires simultaneous contextualisation through setting out three different approaches to the political psychology of emotions in EU foreign policy in times of ontological (in)security and crisis. Firstly, through a longitudinal survey of emotional anxieties and fears in the EU from the 1990s to the 2020s drawing on the introduction of ontological security studies by Kinnvall, Manners, and Mitzen. Secondly the article analyses the SI contributions empirically in terms of the way in which the EU’s discrete crises are part of a wider planetary organic crisis. Thirdly, using the contributions as examples of theoretical contributions to the field of political psychology of EU, ranging from individual cognitive psychology to social psychology, social construction, psychoanalysis, and critical political psychology.
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21052.
  • Manners, Ian, et al. (författare)
  • The External Dimensions of the European Union's Autocracy Crisis
  • 2023
  • Ingår i: The Rule of Law in the EU : Crisis and Solutions - Crisis and Solutions. - 9789189498068 ; , s. 49-53
  • Bokkapitel (refereegranskat)abstract
    • This contribution analyses the external dimensions of the EU’s autocracy crisis. It argues that the internal and external dimensions of the crisis, and those relating to accession, are interlinked, and that more genuine social democracy, human rights, and rule of law would help address the crisis. It concludes that a paradigm shift to a holistic approach is needed to understand and address the causes, not just the symptoms, of the EU’s autocracy crisis.
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21053.
  • Manners, Ian, et al. (författare)
  • The International Active Learning Space
  • 2015
  • Ingår i: Reflections and Teaching Experiences from the International Classroom. ; , s. 6-7
  • Bokkapitel (populärvet., debatt m.m.)abstract
    • For me, internationalisation is a learning outcome, not just about international mobility. It is about ensuring that students actively participate in a learning experience that prepares them for a world that is more and more internationally and interculturally connected - that both Danish and non-Danish students receive the basic international and intercultural skills and knowledge they need in current society.The English-language masters’ seminars I teach at the Department of Political Science are international in terms of students and teacher, but they are also Active Learning seminars. The participants are a mixture of Danish and international exchange students. Active Learning (AL) is a student-centred learning pedagogy where students are encouraged to both learn through activities and to reflect on those learning activities.All of the seminars I teach address international topics, ranging from European Union foreign policy, through glocal environmental governance, to global public governance. Thus the participation of international students is an important factor in the design and success of an internationalised AL approach. Here the difference between international mobility and internationalised learning become crucial – in traditional teacher-centred lectures and seminars students tend to cluster into language groups.AL uses the diversity of international students as a learning resource, so I insist on breaking the language clusters up into multinational activity groups. Danish and non-Danish students (and sometimes teachers) rarely speak to each other or learn each other’s names. In the international AL spaces I create, students must work together on joint tasks which require interaction to address tasks and integration in order to benefit from the multinational activity groups.Planning AL tasks is time consuming, but also a joy. I take care and attention over how students will learn by doing the tasks, and how the mixed-nationality groups can benefit from their diverse experiences. The joy is to be found in thinking through the material and activities which students will find both challenging and interesting. With an internationalised seminar I am pushed even further to use material that reflects the diversity of the group, whether it is Danish, European, or non-European.I achieve active participation and engagement in my seminars through the assignment of learning activities which require preparation and participation of all students in multinational groups. Examples of learning activities include jigsaw learning, documentary and film analyses, theme-based learning, and experiential activities. In all of these activities Danish and international students work in mixed groups and engage with each other while I guide their participation.For all the pleasures of witnessing students grow from passive consumers to active learners, there are a number of challenges, most notably the initial reluctance of students and staff to realise the benefits of AL. However, those students that complete the seminar soon become vocal advocates of international AL.Ultimately, enriching student learning through immersing Danish and international students in an international AL space is, for me, the best way of ensuring an internationalised learning outcome, rather than just international mobility.
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21054.
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21055.
  • Mansbridge, Jane, et al. (författare)
  • Deliberative Negotiation
  • 2013
  • Ingår i: Negotiating Agreement in Politics. Report of the Task Force on Negotiating Agreement in Politics. - Washington DC : APSA.
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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21056.
  • Mansour, Kholoud (författare)
  • Syrians Abroad: The Future of Refugees and Their Return Home
  • 2019
  • Rapport (populärvet., debatt m.m.)abstract
    • The return of Syrian refugees has been a key topic in several forums and policy discussions over the last few years. Yet, the prospects for their return remain grim. The chapter is intended as a stimulus to further examination of an analytical debate, and offers a range of views on the argument that conditions in Syria are still not ripe for return. The chapter addresses Russia’s refugees policies, the security situation on the ground, the current legislation on property and restitution in Syria, the disrupted social capital in Syria and the current infeasibility of what is called ‘safe, voluntarily and dignified’ return. It also argues that policy discussions should not help to normalise particular narratives concerning return.
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21057.
  • Maria, Grafström, et al. (författare)
  • Hur styrdes beslutsfattandet?
  • 2021
  • Ingår i: Megaprojektet Nya Karolinska Solna. - Göteborg; Stockholm : Makadam Förlag. - 9789170613494 - 9789170618499 ; , s. 268-281
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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21058.
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21059.
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21060.
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