In the period 1999-2007, more than half a million Burkinabe returned to Burkina Faso due to the persecution of immigrant labourers in neighbouring Côte d’Ivoire. Ultranationalist debates about the criteria for Ivorian citizenship had intensified during the 1990s and led to the scapegoating of immigrants in a political rhetoric centred on notions of autochthony and xenophobia. Having been actively encouraged to immigrate by the Ivorian state for generations, Burkinabe migrant labourers were now forced to leave their homes and livelihoods behind and return to a country they had left in their youth or, as second-generation immigrants in Côte d’Ivoire, had never seen. Based on 12 months of ethnographic fieldwork in Burkina Faso and Côte d’Ivoire, the thesis explores the narratives and everyday practices of returning labour migrants in Bobo-Dioulasso, Burkina Faso’s second-largest city, in order to understand the subjective experiences of displacement that the forced return to Burkina Faso engendered. The analysis questions the appropriateness of the very notion of “return” in this context and suggests that people’s senses of home are multiplex and tend to rely more on the ability to pursue active processes of emplacement in everyday life than on abstract notions of belonging, e.g. relating to citizenship or ethnicity. The study analyses intergenerational interactions within and across migrant families in the city and on transformations of intra-familial relations in the context of forced displace-ment. A particular emphasis is placed on the experiences of young adults who were born and raised in Côte d’Ivoire and arrived in Burkina Faso for the first time during the Ivorian crisis. These young men and women were received with scepticism in Burkina Faso because of their perceived “Ivorian” upbringing, language, and behaviour and were forced to face new forms of stigmatisation and exclusion. At the same time, young migrants were able to exploit their labelling as outsiders and turn their difference into an advantage in the competition for scarce employment opportunities and social connections.

In the period 1999-2007, more than half a million Burkinabe returned to Burkina Faso due to the persecution of immigrant labourers in neighbouring Côte d’Ivoire. Ultranationalist debates about the criteria for Ivorian citizenship had intensified during the 1990s and led to the scapegoating of immigrants in a political rhetoric centred on notions of autochthony and xenophobia. Having been actively encouraged to immigrate by the Ivorian state for generations, Burkinabe migrant labourers were now forced to leave their homes and livelihoods behind and return to a country they had left in their youth or, as second-generation immigrants in Côte d’Ivoire, had never seen. Based on 12 months of ethnographic fieldwork in Burkina Faso and Côte d’Ivoire, the thesis explores the narratives and everyday practices of returning labour migrants in Bobo-Dioulasso, Burkina Faso’s second-largest city, in order to understand the subjective experiences of displacement that the forced return to Burkina Faso engendered. The analysis questions the appropriateness of the very notion of “return” in this context and suggests that people’s senses of home are multiplex and tend to rely more on the ability to pursue active processes of emplacement in everyday life than on abstract notions of belonging, e.g. relating to citizenship or ethnicity. The study analyses intergenerational interactions within and across migrant families in the city and on transformations of intra-familial relations in the context of forced displace-ment. A particular emphasis is placed on the experiences of young adults who were born and raised in Côte d’Ivoire and arrived in Burkina Faso for the first time during the Ivorian crisis. These young men and women were received with scepticism in Burkina Faso because of their perceived “Ivorian” upbringing, language, and behaviour and were forced to face new forms of stigmatisation and exclusion. At the same time, young migrants were able to exploit their labelling as outsiders and turn their difference into an advantage in the competition for scarce employment opportunities and social connections.

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On February 24, 2022 Russia invaded Ukraine. This quickly escalated into a full-scale war that is still ongoing. The current war has forced drastic changes to all sectors in Ukrainian society, one of the most affected is the higher educational sector. As a result of the war all higher educational institutions (HEIs) have been forced to adjust the entire educational process to an online education environment. In order to maintain the educational process, HEIs have come to rely on the use of various Information and Communication Technologies (ICTs). However, militarization of regions, limited Internet access and destruction of university infrastructure are all the war-related challenges that aggravate the use of these digital technologies. Today, significant research has been done on ICTs in higher education as well as on wartime conditions. However the convergence between the two concepts are rarely explored in scientific research. Thus this study aims to explore the interrelation between the integration of ICTs in higher education and wartime in Ukraine. To address the research problem, two research questions have been formulated: (1) What is the current state of ICT integration in higher education in Ukraine? and (2) How have the ICTs helped sustain the higher educational process in Ukraine during wartime? In order to answer the research questions, this thesis applies a strategy of systematic review along with the application of thematic analysis. Data was collected through a document study approach. The scope of the systematic review is limited to the last decade (2013-2023) and in order to facilitate the data collection process, the PRISMA framework has been used. The findings conclude that the level of ICT integration in higher education is limited. The findings further indicate that the COVID-19 pandemic did increase the awareness and need for ICTs, thus has managed to change the attitude toward the use of ICTs. Additionally, the thesis suggests that four main categories of ICTs are currently used to maintain the educational process during the war in Ukraine: (1) Learning management systems, (2) Digital learning platforms, (3) Video communication platforms and (4) Social media networking platforms. The findings in this thesis contribute to the area of Technological Enhanced Learning by providing some valuable insights on ICTs in higher education in relation to the current war in Ukraine.

Recycling has often been overlooked in the conversation on how to combat climate change. The reasons behind recycling being pushed to the wayside point to difficulties in mobilizing the general public, the inherent design of recyclables, and confusing legislation. However, throughout history there have been notable “salvage” (recycling) processes that changed social fabrics and economic structures. This thesis compares the past salvaging revolution of Great Britain during World War II with the current recycling revolution of Sweden. The thesis uses theories of mobilization in order to contrast wartime events with contemporary peaceful democracy. Through the theories of wartime mobilization, discursive mobilization and material ecological mobilization, the thesis creates a content analysis based on the author’s own 5-point scale system, in combination with semi-structured interviews with key actors in the Swedish recycling sector and historical anecdotes from World War II. The findings of the thesis show that there is a gap in quality of mobilization done in past British salvaging efforts and present Swedish recycling efforts, which involves the extent of active state engagement, commitment to the promotion of recycling, and the under/well-establishment of end user systems.

No / The First World War (1914-18) was a period of dramatic and rapid change for both staff and patients in asylums across the UK. Many British asylums were requisitioned by the army from 1915 for use as wartime hospitals, leading to mass evacuation of over 10,000 patients. Using contemporary resources, this article will review the impact of this and other significant changes that took place in wartime, which included variations in working practices, staff shortages, food rationing and a significant rise in the asylum death rate. Contributing factors will be considered with analysis and discussion of eye-witness, historical, documentary, parliamentary and meteorological evidence.

"To discuss the effect all this war activity has had upon the Dallas Schools and to voice a protest against those who seek to discredit mathematics and at the same time to contribute a readable thesis upon the subject is largely the purpose of this study." --leaf 2

During the First World War, ideas of duty and sacrifice were a dominant characteristic of public discourse in New Zealand. Specifically, concern centred on a perceived inequality of sacrifice, which saw brave soldiers die on the front lines, whilst other men remained on the home front, apparently avoiding duty. This thesis charts the prevailing and powerful ideas that circulated during wartime New Zealand around these two stereotypes; on the one hand there was the soldier, the ideal of service and duty; on the other, the conscientious objector, a target for the derogatory label of 'shirker'. While there are a few select critical works which examine the experiences of New Zealand World War One conscientious objectors, such We Will Not Cease (1939) and Armageddon or Calvary (1919), there is a near complete absence of studies which examine the home front and ask how conscientious objectors were perceived and consequently judged as they were. It is the contention of this thesis that ideas around the soldier and the 'shirker' were interrelated stereotypes and that both images emerged from the process of mass mobilisation; a highly organised war effort which was largely dependent for its success upon the cooperation of wider civilian society. In sum, the thesis examines and analyses the ideas within mainstream New Zealand society as they appeared in public sources (notably newspapers, cartoons and government publications), and in doing so, tracks how social mores and views towards duty, sacrifice and service were played out at a time of national and international crisis.

The purpose of this thesis is to study under what conditions armed groups practice different repertoires of sexual violence, by studying ideology’s influence on behaviour. This will be explored through a structured focused comparison of three armed groups active in the conflict in Darfur 2003-2006, the Janjaweed, Sudan’s Liberation Army/Movement and the Justice and Equality Movement. The theory suggest that a strong implemented ideology will lead to control over behaviour and values, hence sexual violence will be practice in line with organizational objectives and ideas, either instrumental or not practiced at all. Consequently, a weak ideological framework will lead to variation in socialization processes and an opportunistic repertoire.  The findings correlate as expected by the hypothesis, while data constraints call for caution. The results suggests a broadening of the theoretical framework as well as further studies on the suggested causal mechanism, combatant socialization, to examine how, and under what circumstances, behaviours are spread as a social practice among combatants.

This dissertation examines civilian mobilization amidst the Donbas war in Ukraine and the identity formation processes that it engendered. It focuses on ordinary residents of the frontline regions who voluntarily got together to address the humanitarian and military consequences of war in the absence of state support. It explores the micro-level dynamics of mobilization, particularly the demographic profile of volunteers, their motivations to join and their pathways to engagement. In so doing, it provides an account of how ordinary residents of seemingly passive regions became active in times of crisis. I use the concept of “identity formation” to analyze how war and war engagement have impacted citizen, gender, national and language identities of those active at the rear. The outbreak of war shattered habitual ways of thinking and acting and brought about new modes of belonging and meaning making for war volunteers. My findings suggest that successful volunteer efforts in wartime allowed volunteers to position themselves differently with respect to community, nation, and the state and to articulate new understandings of “good citizenship.” The shifting positioning of volunteers, as the research demonstrates, is inherently linked to the changing citizen regimes in Ukraine and the gendered conceptions of who counts as a legitimate member of the community. By employing ethnographic tools of inquiry, the dissertation provides an ethnographic account of wartime social change “from below” and speaks to larger social and political transformations in wartime using Ukraine as a case study. It does so with attention to the social-political environment within which collective action occurs and in relation to the new types of mobility, socializing and bonding it engenders.