Extractos y versiones parciales de tesis

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https://hdl.handle.net/20.500.14454/12

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Examinando Extractos y versiones parciales de tesis por Materia "Ciencia política"

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    Reformulating human rights from an indigenous perspective: embedding the San views on property rights
    (Universidad de Deusto, 2023-03-27) Gómez Sánchez, Davinia; Gómez Isa, Felipe; Facultad de Ciencias Sociales y Humanas; Programa de Doctorado en Derechos Humanos: Retos Éticos, Sociales y Políticos por la Universidad de Deusto
    The dominant human rights conceptualisation as reflected in the international human rights corpus has been questioned ever since the drafting of the Universal Declaration of Human Rights. Debates about their foundations, ideological bias as well as on the controversy over universalism and relativism have rendered their content, nature and value problematic. Against that background, this dissertation examines the dominant international human rights grammar from a decolonial perspective and Third World Approaches to International Law (TWAIL). Seeking to expand the mainstream human rights discourse with elements from non-Western-centric epistemologies, the focus is placed on the San indigenous peoples of Southern Africa in order to advance an alternative conceptualisation of the right to property. In order to do so, this thesis explores the epistemological grounds of human rights and the conceptual underpinnings of their normative principles, seeking to substantiate the claim that human rights are Western centric; the embodiment of a secular, rational and anthropocentric worldview. The need for an alternative human rights' formulation is thus examined and justified in order to broaden the dominant hegemonic human rights conceptualisation from an indigenous perspective. Property paradigms and land conceptualisations under Western legal regimes and the San world-views are consequently analysed. Aiming at deconstructing ongoing epistemic asymmetries and coloniality in the legal domain, the conceptual basis for a concrete proposal stemming from the collective ethos of the San and their understanding of land and property is presented. An alternative to the conceptualisation of the liberal right to property is therefore advanced on the basis of aspects such as communality, mutual dependence and obligations, egalitarianism, sharing, redistribution, reciprocity and earth's boundaries. It is based on these premises that property, ownership and uses of land could be reformulated beyond their economic significance and materiality, laying down the foundations for a different understanding of property that could transform and enrich the hegemonic human rights' discourse with an alternative conceptualisation of such a right.
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    Sport for development and peace
    (Universidad de Deusto, 2021-12-17) Herasimovich, Volha; Alzua Sorzabal, Aurkene; Facultad de Ciencias Sociales y Humanas; Programa de Doctorado en Ocio, Cultura y Comunicación para el Desarrollo Humano por la Universidad de Deusto
    “Sport for Development and Peace” (SDP) is a large global field in which sports, physical activities, and games are used to address non-sporting goals of social development and peacebuilding. The proliferation and acknowledgement of SDP organizations as enablers of sustainable development coincides with some fragmented evidence about the inequality in the field’s structure since some of them have fewer resources and are dependent on others. However, the scale of inequality is not known, and its analysis is complicated by the great diversity of stakeholders and practices, unclear boundaries of the field, and the lack of large-scale mapping of SDP and elaborated methodology for description of the global SDP structure. Relying on mediated communication and digital methods, this research reveals inequality in the structure of stakeholders and practices of the global SDP field in terms of organizational diversity and geopolitical location. The methodology of SDP research is enhanced by the use of hyperlink network analysis, web search engine data, and elaboration of a conceptual framework and model for definition of SDP boundaries. The results show an unbalanced distribution of varied types of SDP stakeholders. Also, type of organization is an important characteristic for understanding patterns of connections in the global SDP network. In general, the connections in the SDP network are very unevenly distributed, with clear-cut leaders and outsiders. Different types of organizations show varying capacities for leadership in the field, and geopolitical location is an important characteristic for explaining leadership patterns. Furthermore, the research analyses the ways to advance equality of opportunities for SDP stakeholders. Additionally, the effectiveness of mediated communication and digital methods for the description of the global SDP field is argued, and the advantages and difficulties of the methodology are discussed. Finally, a methodological ground for further empirical research is elaborated by clarifying SDP boundaries in a conceptual framework and providing a model with original set of differentiating criteria.
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    Ítem
    The next generation: history education in Serbia and young peoples’ understanding of the violent Yugoslav breakup
    (Universidad de Deusto, 2021-03-12) Jovanovic, Rodoljub; Bermúdez, Ángela; Facultad de Ciencias Sociales y Humanas; Programa de Doctorado en Derechos Humanos: Retos Éticos, Sociales y Políticos por la Universidad de Deusto
    History education is where the official narratives about the past are transmitted to the future generation. The importance it has for the worldview of young people is undisputed. Its relevance is recognized by an abundance of recommendations and guidelines produced by international organizations such as the Council of Europe and UNESCO. Within the history education processes, young people are taught about the past. However, they are also trained to understand how history "works", how historians know what they know, and develop critical moral reasoning about the past. The content they are taught and how it is approached in the classroom concerns society members and captures the attention of many researchers, generating ample social controversy and academic debate. All of these questions become even more contentious when we look at societies with a recent history of violent conflict. Conflicts, especially intractable ones, are known to cause long-lasting socio-psychological changes in these societies, and history education is recognized as one of the societal practices that can facilitate or hinder the reconciliation process. However, employing history education to pursue peace and a harmonious future does not come without specific challenges. One of the arguably most essential aspects is how past violence is represented, taught, and narrated within the educational process. In this respect, Serbia represents a specifically meaningful case study. During the last decade of the twentieth century, it was, in one way or another, part of several wars that marked the Yugoslav breakup. While it currently maintains regular diplomatic relations with most of the past opponent countries, it still does not recognize the independence of Kosovo. The violence that ended twenty years ago is already included into history education curricula, and new generations learn about these events every year. What and how they are taught about these events will, to a large extent, shape Serbian society's future. Research on history education in post-conflict societies mainly focuses either on history textbooks, history teachers, or (history) students. The current thesis combines these main research traditions as well as different methodological approaches through three separate but interconnected studies on the case of Serbia. In study one, Intercultural Education in Post-Conflict Societies: Historical Narratives of the Breakup of Yugoslavia in Serbian High School History Textbooks, the complete corpus of Serbian high school history textbook lessons about Yugoslav breakup is analyzed. It employs thematic analysis to identify themes of the ethos of conflict and discourse analysis to establish an extent to which the textbooks narratively normalize violence. The study shows that textbook narratives indeed contain identifiable themes of the ethos of conflict and narratively normalize violence. Possible conceptual relationships between the two theoretical frameworks are explored, and the limitations of the intercultural education framework, especially in the case of history education in post-conflict societies, are discussed. Study two, Controversy in the classroom: how history teachers in the Western Balkans approach difficult topics, focuses on history educators in the Western Balkans. This mixed-method study included surveying a sample of 793 history educators from Albania, Bosnia and Herzegovina, Kosovo, Montenegro, North Macedonia, and Serbia, as well as interviews with 14 history education experts. The study aimed to identify which topics history teachers find difficult to teach and what factors are connected to how they approach them in their everyday practice. In addition, the study represents the first quantitative exploration of the avoider – risk-taker model. Findings show that history teachers in Serbia find the Yugoslav breakup to be the most challenging topic they face in the classroom and that they are often confused about whether and how they should approach it. In addition, the results shows that teachers who engage to a greater extent in risk-taking are less religious, more educated, and more often members of national organizations that deal with history education and training. Study three, The Next Generation: Nationalism and Violence in the Narratives of Serbian Students on the Breakup of Yugoslavia, addresses (history) students' narratives about the Yugoslav breakup. In-depth interviews and small-group discussions were used to elicit narratives from 31 young people with no direct experience or memory of war. As in study one, thematic analysis was used to identify themes of the ethos of conflict and discourse analysis to establish an extent to which participants narratively normalize violence. The findings show that participants' narratives contain themes of the ethos of conflict and narratively normalize violence. Similarities and possible connections between textbook narratives and student-produced narratives are subsequently discussed. In sum, the findings in this thesis show that history textbooks, as well as young people, employ narrative mechanisms that normalize past violence and contain identifiable themes of the ethos of conflict. As mediators of these narratives, Serbian history teachers frequently take themselves entirely out of this equation due to political and societal factors that influence teaching controversial topics in post-conflict societies. Considering the contemporary debates in the field and the findings of this thesis, it is possible to say that history education about the violent breakup of Yugoslavia in Serbia insufficiently develops students' historical thinking skills, thus making it difficult for students to use what they learn in school to develop a critical moral stance towards the past. This is especially worrying in a specific politically unstable post-conflict context that requires them to make political decisions, frequently related to how recent violent history is understood and the moral judgments they make in this process.