Internal migration, the propiska, and post-socialist urban change in Bishkek, Kyrgyzstan

Since the collapse of the Soviet Union in the early 1990s, there has been remarkable enthusiasm for theorising how transitional processes have unfolded in post-socialist cities. In seeking to extend literature that uses the post- socialist condition as a tool for theory building, we draw attention to the ongoing processes of institutional change in post-socialist cities. In doing so, we reject a ‘top-down’ perspective and examine how these institutional transitions are shaped through processes of ‘domestication’, negotiation and contestation between different interest groups in the city. We develop our argument, by drawing attention to the local political debates surrounding the propiska in Bishkek, Kyrgyzstan. The propiska developed throughout the Soviet Union to control internal migration and is still used today in a less restrictive form. By discussing our case study, we hope to foster attention towards the ongoing contested processes of institutional transition in post- socialist cities

A social learning video method: Identifying and sharing successful transformation knowledge for sustainable soil management in Switzerland

To enhance sustainable land use, a From Farmer to Farmer project was conducted in Switzerland (2001 – 2010). A Multi-stakeholder Discussion Group co-produced nine videos with experienced farmers and wine producers showing sustainable soil management practices. We analysed the video audio-visual content and drew on reflections of the coproduction process, referring to concepts of system, target and transformation knowledge, as well as on social learning. The analysis showed a broad range of means (or actions) for sustainable soil management in arable land management, fodder production and wine growing that are aligned to transformation knowledge. The research showed that farmers refer to three phases of social learning, light-bulb moments, coping with challenges and gaining successful expertise. These are not just linear processes of individuals, four types of social learning were also found in the video analysis: 1) learning from observing actions of others, 2) sharing experiences with storytelling, 3) informal social interactions and 4) being a role model with a large social network. Videos enable transformation knowledge to be shared with peers using storytelling; this powerful narrative communication style provides credibility and respects the ‘thought style’ of the target audience group. We conclude that for successful implemention of sustainable actions, it is important to address a specific target group and share transformation knowledge built upon system and target knowledge. The social learning video method is a viable way to enable social learning between science, administration and practice and has potential for fostering change in sustainable soil management

Migration and justice in the era of sustainable development goals: a conceptual framework

Migration and mobility are major characteristics of societies worldwide. The reasons for and pathways of migrations vary, as do perceptions of migration. Political debates are often organised normatively: the debate on the sustainable development goals presents migration foremost as a development issue resulting from global inequalities. The problems faced by particular migrants, and what a more sustainable approach to migration would look like are, therefore, often lost in political debates. We aim to address those gaps: the article conceptualizes, based on established academic debates, how sustainability in migration can be addressed systematically, which aspects are important for a more sustainable migration process and which trade-offs and injustices exist from several perspectives. We create a conceptual framework of sustainability in migration processes, building on the concepts of inter- and intragenerational justice, commonly accepted as the core of the sustainability concept. We apply this conceptual framework to empirical findings on labour migration and multilocality in Kyrgyzstan. The case enables consideration of the nested system effects of scale and translocality. This research is novel because it bridges the divided literature on migration, justice and sustainability, integrates theoretical and empirical insights and provokes a debate on which kind of migration we want to achieve

Teaching transdisciplinary competencies for sustainability transformation by co-producing social learning videos

Film has great potential to initiate social learning processes. Therefore, working with film is suitable as a teaching format that enables co-production of knowledge and transformative learning. Through participatory filmmaking, students can acquire transdisciplinary competencies, which are necessary for sustainability transformations. We discuss how transdisciplinary competences can be acquired by building on transformative teaching by co-producing social learning videos

Coping on Women’s Back. Social capital-vulnerability links through a gender lens

Abstract Processes of migration are embedded in social networks, more recently conceptualised as social capital, from sending households to migrants’ formal and informal associations at their destinations. These processes are often assumed to reduce individuals, households and economies’ vulnerabilities and thus attract policy-makers’ attention to migration management. The paper aims to conceptualise the gendered interface between social capital and vulnerability. It utilises Bourdieu’s notion of social capital as an analytical starting point. To illuminate our conceptual thoughts we refer to empirical examples from migration research from various Asian countries. Bourdieu’s theory highlights the social construction of gendered vulnerability. It goes beyond that by identifying the investment in symbolic capital of female honour as an indirect investment in social and, ultimately, economic capital. This gender-differentiated unequal investment and these capitals’ incomplete fungibility, though, makes women not just indirect members of social networks but mere objects contributing as ‘symbolic currency’ within them, often without being able to capitalise on the very relations. Based on Bourdieu’s theory, we suggest a shift from the investigation of women’s exclusion from and gender inequality within social networks to an analysis of masculine domination. It appears to be directly associated with the degree of vulnerability that women experience

Safe Spaces for Disruptive Learning in a North–South Research Partnership Context: International Mobility of Doctoral Students

This article spans issues of international student mobility, inequalities in higher education, and spaces for transformative learning for sustainable development. We tracked PhD alumni of an international Swiss research program in 2012 and 2017 and found that students from the global South experienced a significant, immediate career boost; most graduates decided to remain in or return to their country of origin after graduation (brain circulation). Career advancement among global North students took longer to develop. In-depth interviews with selected graduates gave students a voice: they felt empowered by networks, new friendships, and working relationships across disciplinary boundaries. The “safe spaces” or “Third Spaces” created in the program—encompassing inter- and transdisciplinary approaches, institutional and cultural diversity, and a real-world focus—were key for transformative learning, supported by an unconventional teaching and research strategy. To support disruptive learning leading to changes in mindsets and to reduce inequality in higher education, Western universities must question their own privileged position

Studying abroad: encouraging students to return to Kyrgyzstan

More and more students from Kyrgyzstan are now studying at foreign universities, where they gain knowledge and skills that are vital for Kyrgyzstan’s development and prosperity. But many face difficulties in finding opportunities to apply their new skills upon their return. This issue of evidence for policy examines the causes and consequences of this situation, and examines challenges of making student migration advantageous for Kyrgyzstan