© Chappatte in Le Temps, Geneva
Additional information: https://www.lancaster.ac.uk/universities-and-unicorns/.
Source: Science Animated, https://sciani.com/.
As images of conflict and atrocities multiply, a disturbing question resurfaces: do international treaties designed to protect civilians, prevent genocide and regulate the use of war still carry any weight? From the Convention on the Prevention of Genocide to the founding principles of humanitarian law, the legal edifice built after the Second World War is faltering. Between institutional paralysis, political manipulation and blatant impunity, there is a seeming “return to the law of the strongest”. Concurrently, the notion of genocide has gained traction again as it is mobilised by a wide range of actors to denounce Israel’s attack on Gaza and its lethal consequences since 7 October 2023.
This Dossier questions the capacity — and the limits — of international law in the face of contemporary violence. What is the current level of trust in the international legal architecture to address occurrences of mass violence? What is the relevance of the notion of genocide today, as opposed to that of war crimes or crimes against humanity? What are the political stakes in the use of terms that have a judicial grounding and are invested with historical meaning and precedents? In a world where legal landmarks are more necessary but also more contested than ever, the dossier offers valuable insights into these questions.
Neoliberal globalisation has not only transformed the role of the state; it has also shaken up the internal “DNA” of education policies, from schools to universities. New technologies have paved the way for new forms of transmitting knowledge; calls to decolonise curricula are growing louder; in the South, many countries face the challenge of financing public education policies in an era of new public management, while the model and transfer of these policies have become a key problem, compounded by the exclusion of historically marginalised populations and the advance of private and religious players. Against this backdrop of criticism of the public education model, the present Dossier seeks to better apprehend what could be done to restore the purpose and meaning of education and universities.
