Evaluating the effectiveness of Thabo Mbeki’s political mediation in the Zimbabwean conflict of 2008, following a disputed election outcome, is the principal objective of this study. The Ripeness Theory of mediation and conflict resolution that was proposed by William Zartman and developed by other scholars is deployed as the theoretical framework of the study. The principal measure of the effectiveness of mediation lies in its success in resolving conflict in a sustainable manner. There is consensus in conflict resolution scholarship that the post-cold war era has witnessed a marked shift of conflicts from the inter-state scene to the intra-state domain, such as the one in Zimbabwe, 2008. This shift has brought with it increasing attention to issues of human security, human rights and democratisation in mediation and conflict resolution. As a result, a compelling need for the effective resolution of such conflicts, and guarantee of the enforcement of human rights, security and promotion of democratisation as part of mediation, has arisen. There is also a general acceptance, amongst scholars, that the success of mediation goes beyond the signing of mediated agreements as often case conflict has re-ignited after the signing of peace agreements. For that reason, the argument that mediation is counter-productive as it often puts a lid on the can of conflict without resolving the underlying conflict issues has achieved currency. There is therefore a general convergence of views in mediation literature that addressing the structural causes of disputes guarantees the sustainable resolution of conflict. It is in the context of these developments and views in international relations and politics that this study evaluates, using the Ripeness Theory, its limits noted, the effectiveness of Thabo Mbeki’s mediation in Zimbabwe, and the argument is advanced that often case mediated agreements are not effective mechanisms for the sustainable resolution of conflict and the achievement of democratisation and durable peace. Civil society groups need to be involved to expand the scope of negotiations and limit effects of mediator partiality. / Political Sciences / M.A. (International Politics)

Pas de résumé<p> / Doctorat en droit / info:eu-repo/semantics/nonPublished

La recherche prend place dans le quotidien actuel de la sphère éducationnelle en Iran. Remarquons que l’Iran est État non occidental et islamique, mais ayant néanmoins adhéré au principe, plutôt occidental, de la Convention internationale sur les droits de l’enfant. Cette recherche s’insère dans une continuité de recherche au soutien des droits humains. Elle propose une voie d’empowerment aux groupes iraniens ouverts à la démocratie, mais aussi aux mouvements éducatifs soucieux des droits fondamentaux de la personne. Divisé en quatre chapitres, le questionnement hybride de la thèse conduit à un essai interdisciplinaire critique bénéficiant aux trois disciplines du droit, de la philosophie et de l'étude empirique. Face au système juridique international et iranien d'un point de vue juridique classique, le chapitre philosophique tend à répondre à la question de «que pourrait-on considérer non seulement du droit à l'éducation, mais également du droit à une « éducation appropriée » fondée sur des motifs éthiques et philosophiques dans le sens où cela conviendrait mieux à la culture iranienne et aux habitudes sociales ». Le chapitre empirique recherche donc "Dans l'action en faveur des droits des enfants iraniens, que révèlent les représentations sociales iraniennes au sujet du fossé potentiel entre un concept idéal de «proper education» et la vie quotidienne des enfants? " À partir d’une approche philosophique— plus précisément d’une éthique de la vertu—, la thèse propose le concept d’«éducation appropriée » [proper education] comme approche critique des positions internationales et internes du droit à l’éducation de l’enfant. Y est présenté comme «éducation appropriée » un droit moral et juridique pour les enfants : ce droit relève alors de la catégorie des droits au développement qui servent le droit à un avenir ouvert et ainsi que le droit de s'épanouir pleinement. Le recours à ce concept propose ainsi conception du droit à l’éducation harmonisée au contexte iranien actuel. D'un point de vue empirique, à partir d’une approche inductive typique de la Human Rights Advocacy approach et sur la base de quatre-vingts (80) entretiens auprès d’enfants et d’enseignants, sont observés et analysés les écarts entre le droit officiel et les façons dont ils sont vécus, mobilisés, pensés ou niés dans la sphère de l’éducation iranienne aujourd’hui. Enfin, l’essai juridique critique suggère que la gouvernance iranienne soit ouverte à une évolution vers une autorité contractuelle moderne dans le système éducatif pour être plus compatible avec les besoins psycho-émotionnels des enfants et en même temps pour d'appliquer des conseils politiques de l'éthique de la vertu à se déplacer vers une forme libérale de politiques éducatives qui promeuvent les vertus de l’autonomie et de la tolérance. Ils sont autant d’informations cruciales pour une gouvernance législative iranienne avisée, ancrée à une quête islamique de vertu tout autant qu’au bonheur des enfants. / The research takes place in the current daily life of the educational sphere in Iran. It should be noted that Iran is a non-Western and Islamic state, but nonetheless adhered to the rather Western principles of the International Convention on the Rights of the Child. This research is part of a continuity of research in support of human rights. It offers a path of empowerment to Iranian groups open to democracy, but also to educational movements concerned with the fundamental rights of the person. Divided into four chapters, the hybrid questioning of the thesis leads to a critical interdisciplinary essay benefiting the three disciplines of law, philosophy and empirical study. Facing the international and Iranian legal system from a classical legal view, the philosophical chapter tends to respond to the question of “what could be considered not just the right to education, but the right to a “proper” education based in ethical and philosophical grounds in the sense that it would better suit Iranian culture and social habits than an allegedly “universal” [occidental] classical legal conception?". The empirical chapter, then, looks for the “Iranian social representations of the children’s rights that reveal the gap between the ideal expressed concept of “proper education” and day-to-day life of children?” with an advocative approach. From a philosophical view —more precisely from virtue ethics stand point—the thesis proposes the concept of "right to proper education" as a critical approach to the international and internal positions of the right to education for children. "Proper education" is presented as a moral and legal right for children under the category of developmental rights which serves the right to an open future and the right to maximizing self-fulfillment. It is also a conception of the right to education harmonized with the current Iranian Islamic context. From an empirical standpoint, starting from a typical inductive approach of the Human Rights Advocacy approach and based on more than eighty (80) interviews with children and teachers, the gaps between the official laws and the ways in which they are experienced, mobilized, thought of or denied in the sphere of today Iranian education, are observed and analyzed. Finally, the critical legal essay suggests the Iranian governance to be open to a shift toward a modern contractual authority in educational system to be more compatible with the psycho-emotional needs of children and at the same time to apply the virtue ethics political advice to move toward a liberal form of educational policies that promotes the virtues of autonomy and toleration. These are all crucial information for wise Iranian legislative governance rooted in an Islamic pursuit of virtues as well as the happiness of children.

Most black rural schools in South Africa are beset with discipline and relationship problems attributed to the way children interpret and exercise their rights. Children's misconceptions of rights impede the operation of educational institutions. A literature study investigated the implications of children's rights on their relationships and behaviour. A qualitative investigation of the socio-educative implications of children's rights was conducted in two rural secondary schools in Mpumalanga. Data gathering was done through participant observation, in-depth interviews with two principals and a tribal chief, and focus group interviews with two groups of teachers, parents and learners. Data were analysed, discussed and synthesised. The major findings emerged: limited understanding of rights and concomitant responsibilities and misconceptions of rights leading to the subversion of authority and morality. Recommendations include that rights-education be introduced in schools to improve children's understanding ofrights and to address negative social behaviour. Educators need to be empowered to handle human rights issues within socio-educational institutions. / Educational Studies / M. Ed. (Socio-Education)

Indiana University-Purdue University Indianapolis (IUPUI) / By definition, homelessness refers to general understanding of people without a home or a roof over their heads. As consequences of a number of factors, homelessness has become a serious problem especially in cities throughout the United States. Homeless people are usually most visible on the streets and in settings like shelters due to the fact that their presences and activities in public spaces are considered illegal or at least “unwanted” by city officials and by members of the public. In response to this issue, activists throughout the country have worked tiresly on behalf of homeless people to demand policy changes, an effort that resulted in the passage of the homeless bill of rights in three states, namely Connecticut, Rhode Island, and Illinois. As I discovered through my fieldwork, in Indiana, the homeless, themselves, are currently lobbying for passage of a similar measure. Locating my fieldwork on homelessness in Indianapolis in two sites, the Indianapolis Marion County Public Library (the Central Library) and the IUPUI Library, I examine the use of library buildings as alternative temporary shelters and spaces where the homeless can organize for political change. As an Indonesian ethnographer, I utilized an ethnographic approach, which helped me to reveal “Western values” and “American culture” as they play out in the context of homelessness. In this thesis, I show that there is a multi-sited configuration made up of issues, agents, institutions, and policy processes that converge in the context of the use of library buildings by the homeless. Finally, I conclude that public libraries and university libraries as well can play a more important role beyond their original functions by undertaking tangible actions, efforts, engagements, and interventions to act as allies to the homeless, who are among their most steadfast constituencies. By utilizing public university library facilities, the homeless are also finding their voices to call for justice, for better treatment, and for policies that can help ameliorate the hardship and disadvantages of homelessness.