This book offers fresh and exciting new directions of inquiry into the highly contentious issue of conflict resolution in South Asia. By shifting its gaze from a politics of division mired in ethno-nationalisms into a healing and restorative focus, the author moves the dialogue forward into the realm of community, healing, and shared governance. The book analyzes the major constitutional and political missteps that have led to the current situation of violence and distrust in countries such as India and Pakistan, keeping the focus on Jammu and Kashmir. This monograph will appeal to a wide range of audiences including academics, researchers, graduate students interested in South Asian politics, development, trauma studies, and peace and conflict studies.
This book offers fresh and exciting new directions of inquiry into the highly contentious issue of conflict resolution in South Asia. By shifting its gaze from a politics of division mired in ethno-nationalisms into a healing and restorative focus, the author moves the dialogue forward into the realm of community, healing, and shared governance. The book analyzes the major constitutional and political missteps that have led to the current situation of violence and distrust in countries such as India and Pakistan, keeping the focus on Jammu and Kashmir. This monograph will appeal to a wide range of audiences including academics, researchers, graduate students interested in South Asian politics, development, trauma studies, and peace and conflict studies. Nyla Ali Khan is Professor at Rose State College, former Visiting Professor at the University of Oklahoma, USA, and former Associate Professor at the University of Nebraska at Kearney, USA. She has taught courses on Postcolonial Literature and Theory, World Literature, Women's and Gender Studies, and Women and Islam.
In Youth and Post-Conflict Reconstruction: Agents of Change, Stephanie Schwartz goes beyond these highly publicized cases and examines the roles of the broader youth population in post-conflict scenarios, taking on the complex task of distinguishing between the legal and societal labels of "child," "youth," and "adult."
Inspired by the work of the late Dr. Jacqueline Kirk, this book takes a penetrating look at the challenges of delivering quality education to the approximately 39 million out-of-school children around the world who live in situations affected by violent conflict. With chapters by leading researchers on education in war and other conflict zones, the volume provides a comprehensive and critical overview of the links between conflict and children's access to education, as well as a review of the policies and approaches taken by those offering international assistance in this area. Empirical case studies drawn from diverse contextsAfghanistan, Sierra Leone, Rwanda, and Uganda (among others)offer readers a deeper understanding of the educational needs of these children and the practical challenges to meeting these needs.
This longitudinal study is based on the story of Lola, who was gang raped during the war in Bosnia and Herzegovina in 1992. At the time, she was in a detention camp with her young children. Only one of Lola’s several perpetrators was convicted but his sentence of six years of imprisonment has never been actioned by the Bosnian judiciary. Lola’s rapist is still free and she lives in continual fear that he will retaliate against her and her children for her role in his trial.
Any attempt to homogenize Kashmiri society or the politico-cultural discourse on Kashmir is a dangerously flawed exercise. To that end, the chapters in this book address various aspects of the political, cultural, and socioeconomic life in Kashmir. These chapters are interdisciplinary interventions that could potentially bridge ethnic, religiocultural, and political divides in the region. The book is divided into three sections: the first section explores history and memory, offering a critical dialogue between these phenomena and fiction. The chapters in section two offer a critical dialogue between history, politics, and gender, analyzing historical and political discourses to underscore the agential capacities of Kashmiri women, which are, traditionally, subsumed within masculinist discourse. The sole chapter in section three foregrounds the complex relationship between history, trauma, and poetry. Taken together, this book is a nuanced attempt at giving readers the opportunity to engage with multiple subjectivities, historical understandings, and political opinions. It will be of interest to general readers, scholars, and advanced students of Literature, Politics, History, Human Geography and Sociology. This book was originally published as a special issue of the South Asian Review.
This book incorporates literary works, testimonies, autobiographies, women's resistance movements, and films that add to the conversation on the resilience of women in the global south. The essays question historical accuracy and politics of representation that usually undermine women's role during conflict, and they reevaluate how women participated, challenged, sacrificed, and vehemently opposed war discourses that work on obliterating women's role in shaping resistance movements.
First-place winner of the Society for Education Studies' 2005 book prize, Education and Conflict is a critical review of education in an international context. Based on the author's extensive research and experience of education in several areas afflicted by conflict, the book explores the relationship between schooling and social conflict and looks at conflict internal to schools. It posits a direct link between the ethos of a school and the attitudes of future citizens towards 'others'. It also looks at the nature and purpose of peace education and war education, and addresses the role of gender and masculinity. In five lucid, vigorously argued sections, the author brings this thought-provoking and original piece of work to life by: * Setting out the terms of the debate, defining conflict and peace and outlining the relevant aspects of complexity theory for education * Exploring the sources of conflict and their relations to schooling in terms of gender/masculinity, pluralism, nationalism and identity * Focusing on the direct education/war interface * Examining educational responses to conflict * Highlighting conflict resolution within the school itself. This is the first time that so many aspects of conflict and education have been brought together in one sustained argument. With its crucial exposure of the currently culpable role of formal schooling in maintaining conflict, this book will be a powerful and essential read for educational policy makers, managers, teachers and researchers dealing with conflict in their own contexts.
The book focuses on the representation of South Asian life in works by four Anglophone writers: V. S. Naipaul, Salman Rushdie, Amitav Ghosh, and Anita Desai. Concentrating on the intertwined topics of nationalism, transnationalism, and fundamentalism, the book addresses the dislocation associated with these phenomena, offering a critical dialogue between these works and contemporary history, using history to interrogate fiction and fiction to think through historical issues. Despite all their differences, the works of these authors delineate the asymmetrical relations of colonialism and the aftermath of this phenomenon as it is manifested across the globe. The binary structures created by the colonial encounter undergo a process of dialectical interplay in which each culture makes incursions into the other. This dialogic interplay becomes the basis for strategies that enable transnational and postcolonial writers to reimagine themselves and their world. The book shows, for instance, how Naipaul articulates a sensibility created by multilayered identities and the remapping of old imperial landscapes, in the process suggesting a new dynamic of power relations in which politics and selfhood, empire and psychology, prove to be profoundly interrelated; how Rushdie encourages a nationalist self-imagining and a rewriting of history that incorporate profound cultural, religious, and linguistic differences into our sense of identity; how Ghosh is critical of the putative cultural and religious necessity to forge a unified nationalist identity, arguing that no single theory sufficiently frames the multiple inheritances of present diasporic subjectivities; and how Desai seeks to imagine a responsible form of artistic, social, and political agency. Although transnationalism, then, can have positive effects, which have been celebrated in terms such as hybridity, the book suggests why this sort of term, too, cannot be a stopping-place for our thinking about a world radically transformed by postcolonial struggles.
