Beyond relationalism in peacebuilding

This conclusion notes the rise of relationalism in theorizing peacebuilding and the advantages of this approach as evident in the contributions to this special issue. Nevertheless, it cautions against such a move and in particular, some of the ontological and epistemological consequences of the relational turn as evident in recent poststructuralism, postcolonial approaches and practice theory. It contrasts this with the critical realist approach – whose relationalism has been ignored by the current turn – allowing both relationalism and a belief in objectivity and preference for certain knowledge claims

Hidden politics of power and governmentality in transitional justice and peacebuilding:The problem of ‘bringing the local back in’

This paper examines ‘the local’ in peacebuilding by examining how ‘local’ transitional justice projects can become spaces of power inequalities. The paper argues that focusing on how ‘the local’ contests or interacts with ‘the international’ in peacebuilding and post-conflict contexts obscures contestations and power relations amongst different local actors, and how inequalities and power asymmetries can be entrenched and reproduced through internationally funded local projects. The paper argues that externally funded projects aimed at emancipating ‘locals’ entrench inequalities and create local elites that become complicit in governing the conduct and participation of other less empowered ‘locals’. The paper thus proposes that specific local actors—often those in charge of externally funded peacebuilding projects—should also be conceptualised as governing agents: able to discipline and regulate other local actors’ voices and their agency, and thus (re)construct ideas about what ‘the local’ is, or is not

Conflict-induced displacement as a catalyst for agricultural innovation: findings from South Sudan

This article explores how conflict-induced displacement influences agricultural innovation processes and systems, and its implications after the return home or permanent resettlement of smallholder farmers. Results show that high rates of agricultural innovation occurred during displacement in the Sudanese Civil War (1983-2005), many of which were maintained afterwards. Respondents cited the need for adaptation to new social and physical circumstances, changed gender roles, and enhanced inter-household communication as contributing to increased opportunities for knowledge exchange, trade, and importantly, the development of new networks, modes of organisation and social norms. Furthermore, returnees to South Sudan have embodied these changes together with new values, habits and expectations. New linkages continued across borders between returnees and non-returnees, facilitating knowledge exchange and access to resources, markets and sources of ideas. A high degree of autonomous innovation capacity was also evident. Further research is required on the dynamics and processes associated with innovation in conflict-induced displacement. It is important for policy makers to encourage approaches that seek to actively tap into and build on the institutional, human and social capital built during displacement

Überich-Fixierung und Störung der Mentalisierungsfähigkeit in pädagogischen Praxisfeldern. Aspekte einer Entwicklung des Selbst im Unterricht und in der Lehrerbildung - Fallbeispiele und Analysen

Pädagogen haben es immer mit Situationen zu tun, in denen Lern- und Bildungsprozesse stattfinden. Sie agieren und reflektieren dabei in bipersonalen und multipersonalen Feldern, die nicht beforscht, sondern entwickelt werden sollen. Die Beobachtungserfahrung und die Haltung des Beobachters sind in dieser Szene immer ein integraler Bestandteil des Mentalisierungsprozesses, um den es geht. Dieses notwendige, empathische Eintauchen der Lehrer in die Situation und das vorgängige Erleben in einem affektiven Relationskontext wird dabei jedoch zur Zeit noch durch eine scheinbar schicksalhafte Überich-Kultur in den Schulen erheblich beeinträchtigt. … Mentalisierung und Überich-Fixierung stellen in dieser Konzeptualisierung ein polares Gegensatzpaar dar, in dem zwei getrennte »Regelkreise« im professionellen Handeln wirksam werden: a) Im Mittelpunkt des Konzepts der Mentalisierung steht dabei das Anliegen, auch im schulischen Unterricht durch die Bildung von mentalen Repräsentanzen die Affektregulierung und Reflexionsfunktion der Schüler und Lehrer weiterzuentwickeln. b) Das Konzept der Überich-Fixierung geht hingegen in professionellen Rollenkontexten der Frage nach, wie durch Verinnerlichung von gesellschaftlichen Normen oder durch Überanpassung an Systemimperative Prozesse der Mentalisierung strukturell und dauerhaft verhindert oder blockiert werden. (DIPF/Orig.

"Unterricht ist doch kein Zirkus ...". Zur Frage der psychoanalytischen Reflexion im schulischen Unterricht

Der Aufsatz behandelt die Frage, welche Bedeutung die Einsicht in dynamisch-unbewußte Prozesse im Unterricht für ein neues Verständnis von pädagogischer Praxis haben könnte. Die Schwierigkeiten im Umgang mit "emotionalen Erfahrungen" (Bion) in der Schule werden zunächst vom Verfasser an einem Fallbeispiel aus eigener Praxis dargestellt. Die Bausteine der psychoanalytisehen Methode - das ist die These des Aufsatzes - können zwar im "Setting" Unterricht nur modifiziert zur Anwendung kommen, sie sind jedoch in allen aufgeklärten Akten pädagogischer Machtausübung unverzichtbar. (DIPF/Orig.)The author enquires into the significance of an insight into dynamic-unconscious processes in the classroom for a new unterstandmg of the pedagogical practice. The difficulties in dealing with "emotional experiences" (Bion) in school are outlined on the basis of a case taken from the author\u27s own practice. The components of the psycho-analytic method - thus the author\u27s thesis - can only be applied in a modified form in the setting of the classroom, however, they are indispensable in all enlightened acts of the exertion of pedagogical power. (DIPF/Orig.

The theory-practice problem in pedagogics of verbal interaction

In Anlehnung an die sogenannte „Grundregel" des psychoanalytischen Dialogs versucht der Verfasser die Frage zu klären, ob es nicht ein ähnliches Prinzip für die pädagogische Alltagspraxis gibt. Ausgangspunkt aller Überlegungen ist dabei, daß sich Erzieher bei allem, was sie tun, nicht nur als sinnvoll Handelnde „situieren", sie müssen sich auch auf der Grundlage des „szenischen Verstehens" den Sinn ihres Handelns erst voll erschließen. Mit dieser Vorstellung von pädagogischer Praxis werden nun vom Verfasser frühere Gedanken aus der geisteswissenschaftlichen Pädagogik aufgegriffen und weiterentwickelt. Die Konsequenzen der „Grundregel" für die Praxis und den Prozeß einer Theoriebildung in der Pädagogik werden an Fallbeispielen erläutert. Der Aufsatz beginnt und endet mit einem Plädoyer für paradigmatisches Denken in der Pädagogik. (DIPF/Orig.

Daring to differ? Strategies of inclusion in peacemaking

'Inclusion' has emerged as a prominent theme in peacemaking. However, its exact meaning remains vague, as do assumptions about the relationship between inclusion and peace. This article seeks to problematize the research, policy and practice of inclusion. Focusing on United Nations (UN) peacemaking, we ask how the object of inclusion has been framed, and based on what strategies and underlying rationales. We do so against the backdrop of emerging debates about an agonistic peace, which suggest that violent antagonistic relationships can be overcome if peace processes enable contestation between adversaries. This requires that peacemakers recognize the constitutive role of difference in political settlements. We identify three distinct strategies for inclusion, with corresponding framings of the included. Firstly, inclusion can be used to build a more legitimate peace; secondly, to empower and protect specific actor groups; and thirdly, to transform the sociopolitical structures that underlie conflict. The first strategy frames the included in open terms that can accommodate a heterogeneity of actors, the second in closed terms pertaining to specific identity traits, and the third in relational terms emerging within a specific social, cultural and political context. In practice, this leads to tensions in the operationalization of inclusion, which are evidence of an inchoate attempt to politicize peace processes. In response, we argue for an approach to relational inclusion that recognizes the power relations from which difference emerges; neither brushing over difference, nor essentializing single identity traits, but rather remaining flexible in navigating a larger web of relationships that require transformation

Forum: Making Peace with Un-Certainty: Reflections on the Role of Digital Technology in Peace Processes beyond the Data Hype

Recent years have seen the acceleration of data- and evidence-based approaches in support of peace processes, creating a renewed confidence that conflicts can be predicted, known, and resolved, based on objective information about the world. However, new technologies employed by conflict parties, stakeholders, and those who aim to make or build peace have also made peace processes less ascertainable, intelligible, and predictable. Technology can thus create both more certainty and uncertainty in (and about) peace processes. This forum article presents a first collaborative attempt to explore how the use of technology by conflict parties and peacebuilding actors influences these dynamics. We examine various fields of engagement, ranging from conflict prevention to peace mediation, peacekeeping, and longer-term peacebuilding. Our discussion engages with a variety of related activities, including predictive analysis and foresight, conflict analysis, cease-fire monitoring, early warning and early action, and problem-solving and trust-building dialogues. We suggest approaching un-certainty as a spectrum between uncertainty and certainty that can be studied across epistemic, ontological, and normative dimensions, thus inviting further academic research and policy reflection. The article is coauthored by scholars and current or former practitioners and underlines the necessity, benefits, and feasibility of research–practice exchanges on this topic