CHARLES UNIVERSITY FACULTY OF SOCIAL SCIENCES Institute of Political Studies Department of Security Studies Master thesis 2019 Tetyana Demyanchuk CHARLES UNIVERSITY FACULTY OF SOCIAL SCIENCES Institute of Political Studies Department of Security Studies Tetyana Demyanchuk Understanding of hybrid warfare in Ukraine: to what extent this understanding is shaped by its internal experience? Master thesis Prague 2019 Author: Tetyana Demyanchuk Supervisor: Mgr. Tomáš Kučera, Ph.D. Academic year: 2018/2019 Bibliographic note DEMYANCHUK, Tetyana (2019) Understanding of hybrid warfare in Ukraine: to what extent this understanding is shaped by its internal experience? 50 p. Master thesis. Charles University, Faculty of Social Sciences, Institute of Security Studies. Mgr. Tomáš Kučera, Ph.D. Abstract Hybrid warfare has achieved notoriety of being a buzzword attempting to explain the changes in the modern warfare that blur the lines between war and peace, conventional and irregular warfare. Despite its definitional shortcomings, it made its way into the official discourse of the politicians commenting on the conflict in Ukraine and Russia's involvement in it, which did not add clarity. This thesis aims to bring a Ukrainian perspective to the discussion, and it attempts to provide a deep interpretation of sufficiently...

Between 2006 and 2008 the German television series “Türkisch für Anfänger“ (Turkish for Beginners) about the life of a multiculturally blended family in Berlin was aired on the television network ARD. This thesis analyzes the gender construction of the six main characters in order to find out which concepts of gender they mirror, and how they perform their gender identities. This analysis of gender is carried out in close interaction with other categories of identity such as ethnicity or age. The theoretical foundation for the study is feminist post-structuralist discourse analysis (FPDA), which is interested in the multiple power relations in which individuals are embedded in their social interactions. These structures of power are reflected in their gender constructions. The approach assumes that in each situation several competing discourses are available for individuals within which they need to position themselves. With the help of the FPDA this master’s thesis investigates these discoursive structures subjects adopt to negotiate their relationships and identities. In addition, the thesis relies on Erving Goffman’s concept of face-work and his metaphor of playing a role in social interaction which is meant to be a theatrical stage. His work is applied to the gender construction of the subjects mainly to underline that gender also needs to be performed. The gender construction of the six characters is analyzed on three different levels: their language use, their nonverbal behaviour, and camera editing. Therefore the analysis focuses on verbal communication, nonverbal behaviour and paralinguistic features, and the media components. The analysis of eleven selected scenes shows that the gender constructions of the characters and the performance of those constructions are not stable, but rather fluid. They continuously shift between different gender identities, sometimes positioning themselves at the same time as powerful and powerless within and towards varying discourses. Thus each character constructs a number of different gender identities during the course of the series, as well as within particular scenes.

Between 2006 and 2008 the German television series “Türkisch für Anfänger“ (Turkish for Beginners) about the life of a multiculturally blended family in Berlin was aired on the television network ARD. This thesis analyzes the gender construction of the six main characters in order to find out which concepts of gender they mirror, and how they perform their gender identities. This analysis of gender is carried out in close interaction with other categories of identity such as ethnicity or age. The theoretical foundation for the study is feminist post-structuralist discourse analysis (FPDA), which is interested in the multiple power relations in which individuals are embedded in their social interactions. These structures of power are reflected in their gender constructions. The approach assumes that in each situation several competing discourses are available for individuals within which they need to position themselves. With the help of the FPDA this master’s thesis investigates these discoursive structures subjects adopt to negotiate their relationships and identities. In addition, the thesis relies on Erving Goffman’s concept of face-work and his metaphor of playing a role in social interaction which is meant to be a theatrical stage. His work is applied to the gender construction of the subjects mainly to underline that gender also needs to be performed. The gender construction of the six characters is analyzed on three different levels: their language use, their nonverbal behaviour, and camera editing. Therefore the analysis focuses on verbal communication, nonverbal behaviour and paralinguistic features, and the media components. The analysis of eleven selected scenes shows that the gender constructions of the characters and the performance of those constructions are not stable, but rather fluid. They continuously shift between different gender identities, sometimes positioning themselves at the same time as powerful and powerless within and towards varying discourses. Thus each character constructs a number of different gender identities during the course of the series, as well as within particular scenes.

This study is an exploration of the relationship between subjectivity and pedagogy in the secondary school English classroom in South Africa during a time that can be characterised as one of considerable social change. It examines the subject positions students take up in relation to a teaching intervention that invites them to historicise their identities. In so doing, it seeks to contribute to the growing body of education research on how to meaningfully engage young people in post-conflict societies with their recent past and their shifting present, with the primary aim being to understand how these students are positioning themselves in relation to the changing sociopolitical context. The research was conducted in two Grade 11 English classrooms, one a de(re)segregated former Model C school and the other an elite private school. The research design is a two-case case study, employing ethnographic tools to generate a multi-layered and multifaceted understanding of the students’ engagement in all its forms. Poststructuralist theories on discourse and subjectivity form the theoretical framework for this study, informing both the methodology and the data analysis. At the heart of this lies Foucault’s notion of the discursively constructed subject, extended through the work of Stuart Hall, Chris Weedon, Bronwyn Davies and others in ways that facilitate their application to individual subjectivity, particularly in relation to the classroom as a pedagogically structured discursive space. The data is subjected to poststructuralist discourse analysis, adjusted to suit the mode and type of data which includes, inter alia, the analysis of a multimodal artefact, analysis of performative classroom talk and moment-by-moment analysis of classroom interaction. The analysis shows that students’ subjectivities are not fixed but shift in ways that are contingent on the pedagogic context. Such shifts are particularly noticeable when there is a shift in the interactional situation; when students move between different semiotic modes; or when they are provided with the opportunity for extended conversational interaction around an issue. In addition, students’ participation in the section of work on South Africa’s Truth and Reconciliation Commission (TRC) shows that engaging with the past in post-apartheid South African classrooms can have unpredictable results. Students’ resistance to engaging with recent history seems to be related to discomfort with the ways in which the grand narrative of the past works to position them in racialised ways. While there is evidence of students seeking to ‘unfix’ racialised subject positions, it is also clear that past discourses linger. Despite their desire to be rid of the past, students’ subject positions are frequently tied to their historically constructed locations in the sociopolitical and economic landscape of South Africa. These ambiguities and contradictions are viewed in part as a function of the complexity of the relationship between subjectivity and pedagogy, where what students are able to say and who they are able to be is shaped by the discursive structure of the classroom space. Ultimately it would seem that more serious consideration needs to be given to ways of developing a pedagogy that is able to tolerate contingency and heterogeneity and that would have relevance not only in post-conflict contexts but also beyond. Keywords: subjectivity, pedagogy, poststructuralist discourse analysis, positioning, identity, English classroom, TRC, multimodal artefact, classroom talk, South Africa

[pt] Nesta dissertação, são analisadas práticas discursivas de atores estatais que constroem, de diversas formas, a Política de Pacificação e, mais especificamente, o Programa de Polícia Pacificadora no Rio de Janeiro, desde seu surgimento em 2008. Em uma análise de discurso pós-estruturalista, são identificadas duas articulações discursivas principais: por um lado, o Programa é construído como um conjunto de práticas voltadas para a retomada de territórios que representam uma fonte de risco para a população como um todo, o que torna possível o emprego de práticas violentas e militarizadas; por outro lado, o Programa é construído como um conjunto de práticas voltadas para a gestão da vida e fomento do desenvolvimento socioeconômico das comunidades em processo de pacificação. A partir da análise das práticas discursivas associadas às duas articulações, argumento que a disputa pela estabilização dos significados associados à pacificação no Rio de Janeiro reflete uma ambiguidade mais ampla associada ao emprego de práticas biopolíticas pelo Estado: ao mesmo tempo em que se defende que toda a população deve ter seus direitos assegurados e seu desenvolvimento fomentado, o Estado mantém para si a prerrogativa de delimitar, de forma soberana, certos espaços e sujeitos como fontes de risco para a população, submetendo-os a formas distintas e iliberais de governo. No caso da pacificação, argumenta-se que tal ambiguidade gera impactos que incluem a persistência de práticas policiais violentas lado a lado a esforços de policiamento de proximidade – o que, no limite, pode impactar a sustentabilidade do Programa e seus resultados. / [en] This dissertation offers an analysis of state actors discursive practices which construct, in various ways, the Pacification Policy and, more specifically, the Pacifying Police Program in Rio de Janeiro, created in 2008. In a post-structural discourse analysis, two main discursive articulations are identified: on one hand, the Program is constructed as a set of practices aimed at the recovery of those territories which pose a risk to the whole population, which enables the deployment of violent and militarized practices; on the other hand, the Program is constructed as a set of practices aimed at the management of life and the promotion of socioeconomic development in the communities undergoing a pacification process. By analyzing the discursive practices associated with both articulations, I argue that the dispute over the stabilization of meanings associated with pacification in Rio de Janeiro reflects a broader ambiguity, which is associated to the deployment of biopolitical practices by the state: while it is defended that the entire population must have their rights assured and they development promoted, the state maintains the prerogative to delimitate, in a sovereign manner, certain spaces and subjects as sources of risk to the population, submitting them to distinct and illiberal forms of government. In the case of pacification, it is argued that such ambiguity leads to impacts such as the coexistence between a persistence of violent police practices and efforts of proximity policing – which may arguably impact the sustainability of the Program and its results.

As entertainment reflects a culture's ideology, it is important for researchers to study its messages and subsequently its potential meanings. Entertainment has the power to inform and persuade, creating models for behavior with which the public interacts. The entertainment texts for the purpose of this study are the Castle television series and the Nikki Heat novels. Together, they create a unique multi-layer fictional world. By using postmodern, feminist, communication, and entertainment theories, the results of this study provide a tightly focused lens which views a narrow aspect of entertainment media. Each text was thoroughly examined using textual analysis, Feminist Poststructuralist Discourse Analysis, and conversation analysis. Contrary to expectations, the results indicated that the Castle and Nikki Heat texts support hegemonic ideology, particularly through the use of exaggerated stereotypes, strict gender roles, imagery, and narrative choices that help perpetuate rape culture. The discussion outlines how these results can be interpreted through the dominant messages presented in the texts. This research is intended to serve as a foundation for future research regarding entertainment media.