| 1. |
- Aggestam, Lisbeth, 1965, et al.
(författare)
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Sweden, NATO and the role of diasporas in foreign policy
- 2023
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Ingår i: International Affairs. ; 99:6
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Tidskriftsartikel (refereegranskat)abstract
- When and how do diasporas influence the foreign policy of liberal democratic states? Few studies have sought to conceptualize how diasporas affect strategic bilateral relations between states. We argue that these non-state actors are an increasingly important factor in western liberal democratic societies, which challenge traditional theories of foreign policy. To explore when and how the transnational societal ties and interests of diaspora groups affect foreign and security relations between states, we develop a triadic analytical model of state–diaspora interactions and specify key contextual factors. To illustrate the dynamics at play, we analyse the influence of the Kurdish diaspora in Sweden on Turkish–Swedish bilateral relations in the wake of Sweden's decision to apply for full NATO membership. Our case-study builds on semi-structured interviews as well as news media sources, speeches and official documents. The study shows that the Kurdish diaspora demonstrates an independent role and an ability to shape the policy process due to the permeability of the political system. As a result, the policy-process is becoming more domesticated, thereby constraining the role of the executive. The article contributes important insights to policy-makers and diplomats on what impact transnational state–society relations can have on foreign policymaking.
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| 2. |
- Berndtsson, Joakim, 1975, et al.
(författare)
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Truth, Sources, and the Fog of War
- 2018
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Ingår i: Peace Review. - : Informa UK Limited. - 1040-2659 .- 1469-9982. ; 30:1, s. 32-38
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Tidskriftsartikel (refereegranskat)
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| 3. |
- Frisk, Sylvia, et al.
(författare)
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Supportive academic cultures : a scoping review of structural interventions in higher education to protect or promote student mental health
- 2023
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Ingår i: Översiktligt program och abstracts. ; , s. 13-14
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Konferensbidrag (refereegranskat)abstract
- Introduction: The current high prevalence rate of mental health problems (depression, anxiety, stress) among university students is alarming. It causes suffering for the individual student, threatens academic performance, and increases the risk of drop-out.Universities have primarily responded to this situation by offering individualized psychological support. While research has found such interventions to be effective, they are highly resource demanding and not all students that suffer from mental health problems can access individual services. Moreover, many of the reasons for students' mental health problems originate from the learning environment or academic culture, far beyond the individual. Nevertheless, structural efforts aimed at promoting and building healthy, sustainable learning environments for all students are lacking in the field. Few empirical studies have examined such approaches. Understanding the current literature in this field is a crucial step in advancing policy, practice, and research related to students' mental health.The aim of this study was to identify and describe what is currently known about structural approaches and interventions to promote mental health or prevent mental ill-health among students in higher education, and to explore areas for future research and policy development.
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| 4. |
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| 5. |
- Wackenhut, Arne, et al.
(författare)
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ALC som ny infrastruktur för beprövad pedagogik
- 2022
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Ingår i: Använd rummet: Högskolepedagogiska metoder för aktiva lärsalar. - Lund : Studentlitteratur. - 9789144157795 ; , s. 55-62
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Bokkapitel (refereegranskat)
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| 6. |
- Wackenhut, Arne
(författare)
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Between (de-)mobilization, polarization, and transnational repression: the Egyptian diaspora in the wake of the January 25 uprising
- 2024
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Ingår i: GLOBALIZATIONS. - 1474-7731 .- 1474-774X.
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Tidskriftsartikel (refereegranskat)abstract
- More than a decade has passed since the Egyptian Uprising of 2011 resulted in the ouster of long-time president Hosni Mubarak. This large-scale protest episode mobilized not only tens of thousands of anti-regime protesters of various stripes in Egypt, but also inspired activism amongst Egyptians living abroad. These events, in combination with the turbulent post-revolutionary years that followed, affected deeply and were formative for many Egyptian diasporans. This article explores how these events influenced members of the diaspora both in terms of their intra-diasporic relationships as well as their transnational engagement with Egypt under the reign of the new president, Abdel Fattah el-Sisi. Drawing on both primary and secondary sources, including semi-structured interviews with diaspora members and activists, it paints a complex picture of increased polarization - very much along the political fault lines found in Egypt - and overall lower, but still notable, levels of both national and transnational political engagement.
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| 7. |
- Wackenhut, Arne, et al.
(författare)
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Covid-19 and (re)learning teaching: Never let a crisis go to waste
- 2021
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Ingår i: Högskolepedagogisk konferens i Göteborg 2021.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- For universities around the world, the Covid-19 pandemic necessitated a rapid transition to online (remote, distance) education as authorities implemented measures to reduce infection rates. Now, as the Swedish government lifts restrictions, well over two-thirds of the population is vaccinated, and higher education institutions begin returning to campus, we use formal and informal feedback from Bachelor’s-level students and teachers at the University of Gothenburg’s Faculty of Social Sciences to investigate some pedagogical and didactical practices caused by the Covid transition. As the scholarship on Covid and higher education reports, and our own data confirms, online teaching and learning catalyzed new technological engagements for students and teachers, while also reinforcing key findings about effective education discussed in the scholarship of teaching and learning. The Covid crisis, we argue, offers opportunities for (re)learning to teach – not merely with regard to new technologies, but also student-centered learning. To illustrate this point, we discuss key changes made by teachers in the Faculty of Social Science, which include pre-recorded mini-lectures, student response technologies, and other practices loosely classifiable as interactive learning. All of these developments can facilitate teaching and learning even after the return to campus.
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| 8. |
- Wackenhut, Arne, et al.
(författare)
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Covid-19 and (re)learning teaching: Never let a crisis go to waste
- 2022
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Ingår i: Högre Utbildning. - 2000-7558. ; 12:1, s. 1-14
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Tidskriftsartikel (refereegranskat)abstract
- For universities around the world, the Covid-19 pandemic necessitated a rapid transition to online (remote, distance) education as authorities implemented measures to reduce infection rates. In Sweden, universities witnessed roughly 18 months of continuous online education, followed by a period of mixed and campus-based learning environments in the autumn of 2021, and a return to online education in early 2022 as infection rates increased. The Swedish government’s removal of restrictions and plans to remove Covid-19’s classification as a disease dangerous to society (samhällsfarlig sjukdom), however, suggest that universities will no longer be required to offer online instruction. In response to this shift, and in the spirit of Winston Churchill’s call to “never let a good crisis go to waste,” we investigate some changes in teaching and learning caused by the Covid transition. Findings in international studies about university adaptations to Covid and quantitative and qualitative data from our home institution indicate that distance education catalysed new technological engagements for students and teachers, while also reinforcing pedagogical and didactical developments discussed in the literature on teaching and learning in higher education. In other words, the Covid crisis encouraged instructors to (re)learn to teach – not merely by adopting new technologies, but also by implementing student-centred learning. To illustrate this claim, we examine key changes made by teachers in our department, which include pre-recorded minilectures, student-response technologies, and other practices loosely classifiable as interactive learning. These adaptations could facilitate teaching and learning on campus, should teachers choose to continue using them.
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| 9. |
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| 10. |
- Wackenhut, Arne, et al.
(författare)
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Engaging the next generation: authoritarian regimes and their young diaspora
- 2023
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Ingår i: European Political Science. - : Springer Science and Business Media LLC. - 1680-4333 .- 1682-0983. ; 22
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Tidskriftsartikel (refereegranskat)abstract
- Recent scholarship on diaspora engagement and transnational repression has investigated how authoritarian regimes seek to engage, govern and control their diasporas. Recognizing that diasporas are diverse and that homeland states thus devise different strategies in relation to different groups, this research has—to a large extent—focused on the varied positions held by regime supporters and dissidents. Inter-generational differences, however, have not been studied in this context. Drawing on established frameworks theorizing extraterritorial authoritarian practices, this article explores the ways in which second-generation diaspora—or diaspora youth—is either included as subjects, patriots and clients, or excluded as outlaws and traitors by authoritarian regimes. Drawing on the literature on transnationalism and second-generation migrants, and using examples from empirical cases, we argue that the skills, resources and multi-sited embeddedness of the second-generation diaspora can make them particularly interesting targets for transnational engagement—or repression. We draw attention to specific strategies for mobilizing the support of diaspora youth, but also note that some techniques to control or repress extraterritorial subjects are less efficacious in relation to this generation.
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