How is rape a weapon of war?: feminist international relations, modes of critical explanation and the study of wartime sexual violence

Rape is a weapon of war. Establishing this now common claim has been an achievement of feminist scholarship and activism and reveals wartime sexual violence as a social act marked by gendered power. But the consensus that rape is a weapon of war obscures important, and frequently unacknowledged, differences in ways of understanding and explaining it. This article opens these differences to analysis. Drawing on recent debates regarding the philosophy of social science in IR and social theory, it interprets feminist accounts of wartime sexual violence in terms of modes of critical explanation – expansive styles of reasoning that foreground particular actors, mechanisms, reasons and stories in the formulation of research. The idea of a mode of critical explanation is expanded upon through a discussion of the role of three elements (analytical wagers, narrative scripts and normative orientations) which accomplish the theoretical work of modes. Substantive feminist accounts of wartime sexual violence are then differentiated in terms of three modes – of instrumentality, unreason and mythology – which implicitly structure different understandings of how rape might be a weapon of war. These modes shape political and ethical projects and so impact not only on questions of scholarly content but also on the ways in which we attempt to mitigate and abolish war rape. Thinking in terms of feminist modes of critical explanation consequently encourages further work in an unfolding research agenda. It clarifes the ways in which an apparently commonality of position can conceal meaningful disagreements about human action. Exposing these disagreements opens up new possibilities for the analysis of war rape

Organising design in the wild: locating multidisciplinarity as a way of working

The workplace ecology for a multidisciplinary design team is studied to examine the ways that design is organised in the wild. Detailed is an ethnographic account of the events and practices that were seen in patterned and subtle ways to organise the design work for a project. Design events and activities were distributed in nested contexts throughout the office setting. The design work was seen to be planned, self-organised and coordinated through a series of practical actions and events that occurred in different locations. There was no single, identifiable event, interaction or communicative medium in which the coordination of the design work occurred. From these insights, multidisciplinarity is proposed as a way of organising design work that cuts across some design interfaces. This way of procuring design services is contingent on the appointment of a design firm with multi-disciplinary expertise, in an arrangement where the design work is undertaken collaboratively in a co-located setting with underpinning information systems

Tu Weiming, Liberal Education, and the Dialogue of the Humanities

This chapter discusses aspects of the work of Tu Weiming in relation to the idea of a liberal education. It does this in the context of broader questions about the nature, problems, and possibilities of comparative philosophy. Dialogue emerges in Tu’s work both as a substantive topic and as integral to aspects of his approach to philosophy and to his commitment to the dissemination of Confucian thought. In spite of Tu’s obvious success in many respects, some problems with this engagement with and in dialogue are identified, and these in turn are related to his treatment of questions of language and translation – in particular to his somewhat negative attitude to philosophy’s linguistic turn. The comparison of Confucian approaches with the idea of a liberal education enables reconsideration of ideas that are central to education, and in so doing the discussion demonstrates the value of comparative approaches in the study of education

Recognition, Perceptions and Treatment Practices for Severe Malaria in Rural Tanzania: Implications for Accessing Rectal Artesunate as a Pre-Referral

OBJECTIVES: Preparatory to a community trial investigating how best to deliver rectal artesunate as pre-referral treatment for severe malaria; local understanding, perceptions of signs/symptoms of severe malaria and treatment-seeking patterns for and barriers to seeking biomedical treatment were investigated. METHODOLOGY/PRINCIPAL FINDINGS: 19 key informant interviews, 12 in-depth interviews and 14 focus group discussions targeting care-givers, opinion leaders, and formal and informal health care providers were conducted. Monthly fever episodes and danger signs or symptoms associated with severe malaria among under-fives were recorded. Respondents recognized convulsions, altered consciousness and coma, and were aware of their risks if not treated. But, these symptoms were perceived to be caused by supernatural forces, and traditional healers were identified as primary care providers. With some delay, mothers eventually visited a health facility when convulsions were part of the illness, despite pressures against this. Although vomiting and failure to eat/suck/drink were associated with malaria, they were not considered as indicators of danger signs unless combined with another more severe symptom. Study communities were familiar with rectal application of medicines. CONCLUSIONS/SIGNIFICANCE: Communities' recognition and awareness of major symptoms of severe malaria could encourage action, but perceptions of their causes and poor discrimination of other danger signs – vomiting and failure to feed – might impede early treatment. An effective health education targeting parents/guardians, decision-makers/advisors, and formal and informal care providers might be a prerequisite for successful introduction of rectal artemisinins as an emergency treatment. Role of traditional healers in delivering such medication to the community should be explored

‘I just think it’s dirty and lazy’: Fat surveillance and erotic capital

Contextualised within the UK mediascape, this article discusses how fat signifies the classed failures of neoliberalism. Because class aspiration, entrepreneurialism and the myth of the competitive individual are pivotal to the political economy of neoliberalism, fat is increasingly and vehemently vilified as abject across media platforms. Fat-surveillance media, which are marketed specifically to women by their visuals, gendered community, language, and structures of feeling, participate in a ‘gynaeopticon’ where the controlling gaze is female, and the many women regulate the many women. Rather than being a top-down form of governance and discipline such as in the panopticon, control is affectively devolved among systems or networks of the policing gaze. As well as monitoring women along the lines of class, I argue that these media circumscribe the de-individualising possibilities and passions of the libido

How Geography Curricula Tackle Global Issues

The late Doreen Massey recently urged teachers to ‘take on the world’ (Massey, 2014). Though we may see the everyday world as a mosaic of different places, nations or regions defined by their boundaries, a global understanding brings different perspectives: of flows and networks and interdependencies. If we take this seriously - if we do take on the world - then young people need ideas in order to provide new ways of seeing and thinking. Geography in this sense is a disciplinary resource that provides access to a particular form of powerful knowledge: in short, the means to be able to ‘think geographically’. This chapter opens up and presents this argument. In the first part we provide a platform in the form of analysis of geography curricula from three countries, identifying both the potentials and the challenges that teachers face. Where is ‘the global’, we ask, and in what ways do formal curriculum documents inspire or constrain us from ‘taking on the world’? The second part seeks to develop a disciplinary view of the school subject, appealing to the sometimes beguiling notion of powerful knowledge. We end by introducing a capabilities approach to thinking about the school subject which demonstrates the responsibility that inevitably falls to well-prepared teachers to enact the curriculum

The influence of ‘topic and resource’ on some aspects of social theorising

Developments in sociological theory since the 1960s have been responses to disciplinary problems rather than changes in fashion. The problem of topic and resource—where sociology has to use everyday understandings and practices as study resources even though they are legitimate topics of enquiry—has been an important and sometimes neglected spur to many of these developments. The turn to discourse, conversation analysis and the rise of Bourdieu's reflexivity are all attempts to address the problem, but each is shown to be unsatisfactory in different ways. In summary, they seek to address the issue as requiring either a principled methodological or a principled theoretical solution, and neither approach is capable of comprehensively addressing the matter. It is argued that these ‘solutions’ depend, in turn, on one of two particular construals of what the ‘problem’ consists in, neither of which is necessary or coherent. Each, it is argued, depends on a philosophical trick: making language out to need formal improvement (the Bertrand Russell trick) or introducing inappropriate scepticism to everyday life (the René Descartes trick). It is suggested that treating topic and resource not as a problem but as something which opens up new areas of investigation successfully deflates the issue and avoids unnecessary theoretical and methodological contortions

Sources of Community Health Worker Motivation: A Qualitative Study in Morogoro Region, Tanzania.

There is a renewed interest in community health workers (CHWs) in Tanzania, but also a concern that low motivation of CHWs may decrease the benefits of investments in CHW programs. This study aimed to explore sources of CHW motivation to inform programs in Tanzania and similar contexts. We conducted semi-structured interviews with 20 CHWs in Morogoro Region, Tanzania. Interviews were digitally recorded, transcribed, and coded prior to translation and thematic analysis. The authors then conducted a literature review on CHW motivation and a framework that aligned with our findings was modified to guide the presentation of results. Sources of CHW motivation were identified at the individual, family, community, and organizational levels. At the individual level, CHWs are predisposed to volunteer work and apply knowledge gained to their own problems and those of their families and communities. Families and communities supplement other sources of motivation by providing moral, financial, and material support, including service fees, supplies, money for transportation, and help with farm work and CHW tasks. Resistance to CHW work exhibited by families and community members is limited. The organizational level (the government and its development partners) provides motivation in the form of stipends, potential employment, materials, training, and supervision, but inadequate remuneration and supplies discourage CHWs. Supervision can also be dis-incentivizing if perceived as a sign of poor performance. Tanzanian CHWs who work despite not receiving a salary have an intrinsic desire to volunteer, and their motivation often derives from support received from their families when other sources of motivation are insufficient. Policy-makers and program managers should consider the burden that a lack of remuneration imposes on the families of CHWs. In addition, CHWs' intrinsic desire to volunteer does not preclude a desire for external rewards. Rather, adequate and formal financial incentives and in-kind alternatives would allow already-motivated CHWs to increase their commitment to their work