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Showing 71 to 79 of 79 (0.061 seconds)Spelling suggestions: "subject:"surprising"" "subject:"comprising""
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Intelligence and the Uprising in East Germany 1953: An Example of Political IntelligenceCollins, Steven Morris 08 1900 (has links)
In 1950, the leader of the German Democratic Republic (East Germany), Walter Ulbricht, began a policy of connecting foreign threats with domestic policy failures as if the two were the same, and as if he was not responsible for either. This absolved him of blame for those failures and allowed Ulbricht to define his internal enemies as agents of the western powers. He used the state's secret police force, known as the Stasi, to provide the information that supported his claims of western obstructionism and to intimidate his adversaries. This resulted in a politicization of intelligence whereby Stasi officers slanted information so that it conformed to Ulbricht's doctrine of western interference. Comparisons made of eyewitness' statements to the morale reports filed by Stasi agents show that there was a difference between how the East German worker felt and the way the Stasi portrayed their attitudes to the politburo. Consequently, prior to June 17, 1953, when labor strikes inspired a million East German citizens to rise up against Ulbricht's oppressive government, the politicization of Stasi intelligence caused information over labor unrest to be unreliable at a time of increasing risk to the regime. This study shows the extent of Ulbricht's politicization of Stasi intelligence and its effect on the June 1953 uprising in the German Democratic Republic.
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Decolonizing politics : Zapatista indigenous autonomy in an era of neoliberal governance and low intensity warfare / Zapatista indigenous autonomy in an era of neoliberal governance and low intensity warfareMora, Mariana 05 October 2012 (has links)
Grounded in the geographies of Chiapas, Mexico, the dissertation maps a cartography of Zapatista indigenous resistance practices and charts the production of decolonial political subjectivities in an era of neoliberal governance and low intensity conflict. It analyzes the relationship between local cultural political expressions of indigenous autonomy, global capitalist interests and neoliberal rationalities of government after more than decade of Zapatista struggle. Since 1996, Zapatista indigenous Mayan communities have engaged in the creation of alternative education, health, agricultural production, justice, and governing bodies as part of the daily practices of autonomy. The dissertation demonstrates that the practices of Zapatista indigenous autonomy reflect current shifts in neoliberal state governing logics, yet it is in this very terrain where key ruptures and destabilizing practices emerge. The dissertation focuses on the recolonization aspects of neoliberal rationalities of government in their particular Latin American post Cold War, post populist manifestations. I argue that in Mexico's indigenous regions, the shift towards the privatization of state social services, the decentralization of state governing techniques and the transformation of state social programs towards an emphasis on greater self-management occurs in a complex relationship to mechanisms of low intensity conflict. Their multiple articulations effect the reproduction of social and biological life in sites, which are themselves terrains of bio-political contention: racialized women's bodies and feminized domestic reproductive and care taking roles; the relationship between governing bodies and that governed; land reform as linked to governability and democracy; and the production of the indigenous subject in a multicultural era. In each of these arenas, the dissertation charts a decolonial cartography drawn by the following cultural political practices: the construction of genealogies of social memories of struggle, a governing relationship established through mandar obedeciendo, land redistribution through zapatista agrarian reform, pedagogical collective selfreflection in women’s collective work, and the formation of political identities of transformation. Finally, the dissertation discusses the possibilities and challenges for engaging in feminist decolonizing dialogic research, specifically by analyzing how Zapatista members critiqued the politics of fieldwork and adopted the genres of the testimony and the popular education inspired workshop as potential decolonizing methodologies. / text
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Libertés, Droit, Désordres : les violences émeutières dans l'espace urbain, dynamique des phénomènes et organisation de la réponse sociale / Liberties – Law – Disorders : rioting acts of violence in Urban Areas, Dynamics of the Phenomena and organisation of the social responseJoubert, Didier 03 July 2017 (has links)
L’objet de la recherche consiste à mettre en évidence que la prise en compte des violences émeutières requiert une évolution de l’environnement juridique et des méthodes de maintien de la paix publique hérités de notre histoire. Notre dispositif de gestion de l’ordre public est particulièrement adapté au modèle français de manifestation. C’est considérable et exemplaire à beaucoup d’égards mais cela ne peut clore le débat sur les formes de la réaction sociale nécessaires pour répondre aux différentes formes du répertoire de la protestation en particulier à la dynamique complexe des désordres émeutiers.Alors que la manifestation, son encadrement par les forces de sécurité intérieure et son environnement juridique ressortissent à la culture de l’organisation et de l’ordre, les violences émeutières relèvent, quant à elles, de comportements colériques naturels. Elles constituent un objet et un enjeu différents que traduisent notamment la récurrence des crises en milieu urbain et la difficulté d’y faire face de façon satisfaisante.Sur le plan opérationnel comme sur le plan juridique, l’éventail de la réponse aux désordres est particulièrement large, mais il traduit également un double embarras :• Les violences émeutières sont le plus souvent des violences d’expression. Qu’ils en soient conscients ou non, face à ces comportements, le juge et le politique se sont montrés fréquemment indulgents dans un contexte juridique où la liberté d’expression est un droit fondamental et la manifestation une conquête sans équivalent dans notre pays. Les réponses sociale et judiciaire se caractérisent donc par une mansuétude parfois légitime, parfois inadaptée mais souvent mal comprise.• Les modes d’action policiers et les outils du Droit façonnés par l’environnement juridique et la culture de la manifestation, peuvent se révéler inadaptés pour répondre aux émeutes urbaines et conduire à des évolutions aussi variées qu’inappropriées comme la banalisation du recours à des régimes juridiques d’exception et la sédimentation d’une culture d’affrontement entre police et population.Le concept retentissement / identification et l’analyse des colères rebelles et insoumises ouvrent la voie à une adaptation du droit et de la réponse sociale conciliant le respect des droits fondamentaux et le maintien de la paix publique dans l’espace urbain. Tel est l’enjeu de la dialectique « Libertés - Droit - désordres ». / The object of the research is to highlight that rioting violence cannot be dealt with without an evolution of the legal framework and public-order policing inherited from our History. Our way to manage public-order policing is particularly suitable to our French traditional demonstration pattern. It is significant and exemplary in many respects but that alone cannot close the debate about the forms of social reaction that would be necessary to answer the various forms of the repertoire of protest especially the complex dynamics of rioting disorders.Even though the demonstration, its framing by the police and its legal framework are both an order issue and a cultural issue, rioting acts of violence are a natural irascible behaviour of the human nature. Riots are an object and an issue which translate into in recurring urban crises and the difficulty to satisfactorily deal with them.From an operational point of view and from a judicial one, there is a wide range of answers to the disorders but this results in a double embarrassment:• Riots are very often a means of expression. Consciously or not, the judge and the policy-maker have frequently been indulgent with these behaviours in a legal context in which freedom of expression is a fundamental human right and demonstrating a conquest without equivalent in our country. Social and judicial answers are characterized by indulgence, sometimes legitimate, sometimes inadequate and often ill-understood.• Policing and the tools of the law that were shaped by the legal framework and the culture of demonstration can prove to be inadequate to cope with urban riots and they can result in various as well as inappropriate answers like the trivialization of emergency legal schemes and the sedimentation of a culture of clash between people and the police.The repercussion and identification concept and the analysis of the rebel and unsubdued bouts of anger pave the way to an adaptation of the law and the social response aiming at balancing both the expression of the basic rights and the preservation of public peace in urban areas. This is what is at stake with the dialectics « Liberties – Law – Disorder ».
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Gustáv Husák. Politická biografie se zvláštním zřetelem k česko-slovenským vztahům ve 20. století / Gustav Husák. A Political Biography with Special Emphasis on Czech-Slovak Relations in 20th CenturyMacháček, Michal January 2017 (has links)
Bibliographic record: Michal MACHÁČEK: Gustáv Husák. A Political Biography with Special Emphasis on Czech-Slovak Relations in 20th Century, PhD. thesis, The Faculty of Arts at Charles University 2017, 476pp. [784 standard pages]. Abstract The dissertation thesis discusses public activities, thoughts and the political life of JUDr. Gustáv Husák, CSc. (1913-1991), who was involved in the Czech-Slovak public space for sixty years with a significant footprint even today. The text is based on a thorough research and is chronologically structured, intertwined with thematic areas, however an analytical approach prevails. The first chapter focuses on Husák's youth, the factors that led him to the communist movement, and his early activism. This is followed by a portrayal of the Husák's activities during the Second World War, his role in the resistance, participation in a propaganda trip to the Nazi conquered Ukraine, and his vision of Slovakia as a republic of the Soviet Union. His later involvement in the Slovak National Uprising provided the legitimacy of his later political career in the post-war era, when he successfully led the struggle for the communist monopoly of political power in Czechoslovakia and attempts to present the Communist Party of Slovakia as a national party. Next two chapters show the origins...
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Horizontal Inequalities in the Nagorno-Karabakh Conflict : Studying the Emergence of the Karabakh MovementSmbatyan, Hayk January 2022 (has links)
Ethnic contentions would barely arise at the drop of a hat. To understand the roots of the Nagorno-Karabakh conflict, known as one of the most intractable ethnopolitical conflicts in the South Caucasus region, it is crucial to trace back to the Karabakh movement, a civic uprising that mobilized ethnic Armenians around a struggle for independence. What advantages would self-determination allow, that would not be achievable elsewise? To address this puzzle, I conducted a qualitative single-case study, designed as a deductive process-tracing, aimed at answering the research question why does political mass mobilization emerge (when it can possibly not)? Building upon relevant literature suggesting that horizontal inequalities lead to civil war, this research tests the following hypothesis: Perceived horizontal inequalities between coexisting ethnic groups are what underlie the emergence and evolvement of political mass mobilization. The comparative analysis of 11 in-depth interviews with Karabakh movement participants from Stepanakert and Yerevan, combined with an extensive investigation of over 120 secondary materials, suggests that, as was observed in the case explored, relative deprivation fed by experienced horizontal inequalities is what underlies the emergence of mass political movements, demonstrating strong explanatory potential within the theory on horizontal inequality.
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Tystnaden: Makten, rösten och talet : En analys av tystnaden som kontrollinstrument i Vegetarianen och brun flicka drömmer / Silence: Power, voice and speech : An analysis of silence as an instrument for control in The Vegetarian and brown girl dreamingGuldbacke Lund, Linnéa January 2018 (has links)
Silence, voice and power are the main themes in this essay. The purpose is to analyze how the silence is used as an instrument for control, and how it can be used strategically to take power, but also as a resistance against the power. The novel The Vegetarian by Han Kang and the autobiography novel on verse, brown girl dreaming by Jacqueline Woodson are the core of this essay. This essay focuses on how the characters break the silence, and how they use the silence strategically to find their voice in a society that systematically works to keep women, children and men silent. The silence works in specific ways in all kinds of situations, to explore the complexity of the power dimensions a comparative analysis allows the themes to emerge and enlighten each other’s diversity. With help from Rebecca Solnit in Alla frågors moder, Audre Lorde in Your silence will not protect you and Michel Foucault’s Diskursens ordning, among other voices, the essay aims to search for how the silence can work as a strategy and what it means to speak. The essay shows how the oppressing silence is broken in brown girl dreaming, and how the voice becomes the power, but also how the silence was used in the African-American Civil Rights Movement as an act of resistance. The essays also analyze the female main character in The Vegetarian, who makes a journey from an oppressed woman where the patriarchal men violate her silence and forcing her to speak, to an existence where silence, life and growth thrives. The silence has its own language and sometimes, it’s louder than words.
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Graphic revolt! : Scandinavian artists' workshops, 1968-1975 : Røde Mor, Folkets Ateljé and GRASGlomm, Anna Sandaker January 2012 (has links)
This thesis examines the relationship between the three artists' workshops Røde Mor (Red Mother), Folkets Ateljé (The People's Studio) and GRAS, who worked between 1968 and 1975 in Denmark, Sweden and Norway. Røde Mor was from the outset an articulated Communist graphic workshop loosely organised around collective exhibitions. It developed into a highly productive and professionalised group of artists that made posters by commission for political and social movements. Its artists developed a familiar and popular artistic language characterised by imaginative realism and socialist imagery. Folkets Ateljé, which has never been studied before, was a close knit underground group which created quick and immediate responses to concurrent political issues. This group was founded on the example of Atelier Populaire in France and is strongly related to its practices. Within this comparative study it is the group that comes closest to collective practises around 1968 outside Scandinavia, namely the democratic assembly. The silkscreen workshop GRAS stemmed from the idea of economic and artistic freedom, although socially motivated and politically involved, the group never implemented any doctrine for participation. The aim of this transnational study is to reveal common denominators to the three groups' poster art as it was produced in connection with a Scandinavian experience of 1968. By ‘1968' it is meant the period from the late 1960s till the end of the 1970s. It examines the socio-political conditions under which the groups flourished and shows how these groups operated in conjunction with the political environment of 1968. The thesis explores the relationship between political movements and the collective art making process as it appeared in Scandinavia. To present a comprehensible picture of the impact of 1968 on these groups, their artworks, manifestos, and activities outside of the collective space have been discussed. The argument has presented itself that even though these groups had very similar ideological stances, their posters and techniques differ. This has impacted the artists involved to different degrees, yet made it possible to express the same political goals. It is suggested to be linked with the Scandinavian social democracies and common experience of the radicalisation that took place mostly in the aftermath of 1968 proper. By comparing these three groups' it has been uncovered that even with the same socio-political circumstances and ideological stance divergent styles did develop to embrace these issue.
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The role of the state in the establishment of a culture of learning and teaching in South Africa (1910-2004)Baloyi, Colonel Rex 31 December 2004 (has links)
Formal state-controlled education has been a central element for social development in South Africa since the formation of the Union of South Africa in 1910. The establishment and promotion of a culture of learning and teaching is regarded as a pre-condition for high educational standards. This thesis is a study of the role of the state in the establishment of a culture of learning and teaching in South Africa from 1910 to 2004.
To understand the role that the state played in promoting, or inhibiting, a culture of learning and teaching, a historical review was taken of the state's role in formal schooling in the period of the Union (1910-1947), the era of apartheid (1948-1989), the transitional period (1990-1994) and in the era of the democratic South Africa. As an ideal, the state has a responsibility to ensure the establishment of a culture of learning and teaching. The historical review revealed, however, that the state used its policies to promote political rather than educational ideologies - and in the process, there was a complete breakdown in a culture of learning and teaching.
The establishment and promotion of a culture of learning and teaching towards the maintenance of high academic standards in South African state schools was the motivating force behind this study. Therefore, this study concludes with guidelines and recommendations grounded in the historical review that will hopefully promote a culture of learning and teaching in South African schools in future. / Educational Studies / D.Ed. (History of Education)
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The role of the state in the establishment of a culture of learning and teaching in South Africa (1910-2004)Baloyi, Colonel Rex 31 December 2004 (has links)
Formal state-controlled education has been a central element for social development in South Africa since the formation of the Union of South Africa in 1910. The establishment and promotion of a culture of learning and teaching is regarded as a pre-condition for high educational standards. This thesis is a study of the role of the state in the establishment of a culture of learning and teaching in South Africa from 1910 to 2004.
To understand the role that the state played in promoting, or inhibiting, a culture of learning and teaching, a historical review was taken of the state's role in formal schooling in the period of the Union (1910-1947), the era of apartheid (1948-1989), the transitional period (1990-1994) and in the era of the democratic South Africa. As an ideal, the state has a responsibility to ensure the establishment of a culture of learning and teaching. The historical review revealed, however, that the state used its policies to promote political rather than educational ideologies - and in the process, there was a complete breakdown in a culture of learning and teaching.
The establishment and promotion of a culture of learning and teaching towards the maintenance of high academic standards in South African state schools was the motivating force behind this study. Therefore, this study concludes with guidelines and recommendations grounded in the historical review that will hopefully promote a culture of learning and teaching in South African schools in future. / Educational Studies / D.Ed. (History of Education)
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