This thesis is an attempt to fill the theoretical and empirical gap that exists in current small arms literature, which has failed to examine and identify the different aspects that are involved with small arms transfers in Southeast insurgencies. Small arms not only play a significant role in all internal conflicts throughout the world, but they are of particular concern right through Asia, where civil wars have tended to last longer than those in any other region. This study uses a comprehensive dataset that defines active armed conflict in Southeast Asia during 2002. This has allowed for the detailed analysis of three countries within Southeast Asia, where government forces have been involved in active armed conflict with insurgent groups. Important aspects of this thesis include; the analysis of external and internal sources insurgent groups are able to secure both financially and militarily; the most important sources of supply for insurgent groups obtaining small arms; and how the supply, use and accumulation of these small arms by insurgent groups have affected internal conflict. This study suggests that internal sources, rather than external sources, are more important for insurgent groups in securing forms of finances and weaponry. The most important sources of supply for obtaining small arms would also tend to come from internal sources. Furthermore, it is likely that variables of intra-state conflicts, such as duration and intensity, have been highly affected by small arms usage. This thesis concludes by suggesting that the study of how insurgent groups obtain different forms of finances and resources is equally as important as the analysis of how insurgent groups obtain small arms.

The Boko Haram conflict in northern Nigeria has generated immense scholarly interest since it began in 2010. Much of this interest has centred on advancing counterinsurgency policy prescriptions. There are two dominant approaches in the generic counterinsurgency literature: enemy-centric counterinsurgency, which involves the use of brute force to eliminate insurgents and population-centric counterinsurgency, which entails the use of persuasive means to end an insurgency. The counterinsurgency scholarship on Boko Haram is dominated by scholars that advance the latter approach. These scholars argue that the Boko Haram insurgency is a result of the socio-economic challenges that beset northern Nigeria, hence the government should adopt a policy of dialogue with the group and implement socio-economic reforms. However, there is a disjuncture between this policy prescription and Boko Haram’s Salafi-driven objective of establishing an Islamic Caliphate. Thus, this thesis answers the following question: given the Salafi ideology of BH, can population-centric counterinsurgency be an effective state response? I explored this question based on the theories of Weinstein (2007) and Ugarriza & Craig (2013): the notion that the factors that influence the emergence of an insurgent group continues to shape the group’s attitudes, emotions and dispositions. In answering my question, I explored the history of Islamic fundamentalism in northern Nigeria in order to ascertain the outcome of the government’s accommodation of Islamist demands in the past. Using textual analysis, I also examined the speeches of Boko Haram’s leader, Abubakar Shekau, in order to identify the group’s specific objectives and understand its disposition to dialogue. Based on the historical exploration and analysis of Shekau’s speeches, I argued that whereas the implementation of socio-economic reforms can win over potential Boko Haram recruits, neither dialogue nor socio-economic reforms can convince the existing Boko Haram members and leaders to stop fighting. / Graduate

This paper discusses the socio-economic structural causes that favored the creation of drug cartels in Colombia. This paper argues that structural causes are often neglected from research on cartels and drug trafficking and the aim of this paper is to contribute to the understanding of how new policies can be achieved that are based on the comprehension of the deep socio-economic conditions which are a part of the very structures of Colombia and their relation to the cartels. This is done with a focus on the state and the social classes, and their development throughout the Colombian history since independence. The cartels are analyzed as criminal insurgencies in order to achieve a conceptual understanding of them. This paper concludes that the incomplete Colombian state formation, together with a great amount of marginalization of the lower social classes have been decisive factors in the creation of the criminal insurgencies and consequently, that we need to rethink the current policies on the war on drugs, since the policies in place have been rather unsuccessful in blocking the development of powerful cartels, not only in Colombia but Latin America in general.

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Submitted by Jose Teixeira Neto (zelosmegatrend@uol.com.br) on 2015-11-04T02:48:49Z No. of bitstreams: 1 tese_JTN_PDF Final_para publ.pdf: 2106191 bytes, checksum: 9790c137a6b1b0bd5dd02863abc60a36 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-11-04T15:12:48Z (GMT) No. of bitstreams: 1 tese_JTN_PDF Final_para publ.pdf: 2106191 bytes, checksum: 9790c137a6b1b0bd5dd02863abc60a36 (MD5) / Made available in DSpace on 2015-11-04T15:12:48Z (GMT). No. of bitstreams: 1 tese_JTN_PDF Final_para publ.pdf: 2106191 bytes, checksum: 9790c137a6b1b0bd5dd02863abc60a36 (MD5) / A ação movente desta pesquisa é a conceituação de mochilas existenciais e insurgências curriculares como um etnocurrículo instituinte nas tramas existenciais, em formação na heterogênese e com mediações de diferentes campos da existência nos seus espaço/tempo de pertencimento. Num esforço de compreensão do contemporâneo definido como existência líquida, tensionei as interpelações das pedagogias culturais do tempo presente, que operam um tipo de formação para o consumismo de significados culturais e epistemologias que incluem e excluem, tentando modelar aquilo que temos sido nas contingências. Como rotas de fuga e desgoverno das totalizações da sociedade de controle, o currículo aqui forjado é articulado na produção teórica pós-crítica com a potência dos etnométodos dos atores curriculantes que interagiram neste processo de pesquisa com suas narrativas, instituindo epistemologia multicentrada em saberes experienciais e conhecimento. Fiz opção pela abordagem qualitativa e servi-me da etnopesquisa crítica, multirreferencial e implicada, produzindo, portanto, uma ciência implicada no social e nas novas racionalidades em multiplicidade de saberes. A pesquisa responde a como educadores refletem sobre mochilas existenciais e insurgências curriculares para interações com as pedagogias culturais do tempo presente como vibrações instituintes de etnocurrículo, por atribuírem políticas de sentido aos seus etnométodos como práticas de não-aderência e escape do consumismo de significados hegemônicos da existência líquida. Este estudo intencionou compreender/explicitar como tais educadores, implicados no segmento do Ensino Médio e da Educação de Jovens e Adultos, plasmam/forjam essa forma de currículo-vivo, (des)arrumando a escola nas contingências do espaço/tempo. Problematizou subjetivações produtoras de sujeitos e efeitos de verdades forjadas nos engendramentos dessas pedagogias culturais, criando possibilidades da escola tornar-se campo de profusão de etnocurrículo. Por fim, esta pesquisa configurou as mochilas existenciais e insurgências curriculares como empoderamento de práticas significativas que provocam rizoma formativo compósito, ampliando a noção de currículo/formação. / ABSTRACT The action that drives this research is the concept of the experienced knowledge amount and the curricular insurgencies as an ethnocurriculum establishing in the existencial plots in heterogeneous formation and with mediations of various fields of existence in their space/time of “belonging”. As an effort of understanding of contemporary defined as liquid existence. I tensioned cultural pedagogy interpellation of present time that causes a kind of formation to the consumerism of cultural meanings and epistemologies that include and exclude trying to shape what we have been in the contingencies. As escape routes and misrule of the aggregation of the society of control, the curriculum when forged is articulated in theoretical production pos-critique with the power of ethnomethods from those who interacted in this research process with their narratives establishing multicentered epistemology in experiential knowledge and knowledge. I made a choice on the qualitative approach and I used the critical multireferential and involved ethnoresearch producing thus a social compromised science and new social rationalities in multiplicity of “knowledges”. The survey answers how the educators reflect about the experienced knowledge amount and curricular insurgencies for interactions with the cultural pedagogies of the present time as ethnocurriculum former vibrations because they assign sense policies to their ethnomethods as practices of non – adherence and consumerism escape of hegemonic meanings of liquid existence. This study intended to understand/make clear as such educators involved with high school segment and education for youth and adults are forging this form of “live curriculum” disarranging education in contingencies of space/time. It rendered problematic subject producing subjectification and forged truth in engendering these cultural pedagogies creating possibilities of school becomes the ethnocurriculum profusion. Finally, this research has configured the experienced knowledge amount and curricular insurgencies as empowerment of significant practices that cause formative “composite” rhizome extending the notion of curriculum/formation