© Chappatte dans Le Temps, Genève.
Sources: Perspective Monde (sources: The Economist, Highcharts.com [map], © Natural Earth); Our World in Data; Wikipedia. Map produced by Whybe.
We currently face a baffling paradox. While since the fall of the Berlin Wall in 1989 a seemingly inexorable process of globalisation has been foreshadowing a peaceful and frontierless world, the number of walls across the world has been rising at a steady pace. Liberal and open societies buttressed by trade, international law and technological progress were supposed to implacably contribute to the erosion of frontiers and walls between nations. However, in a context of surging populist discourses, securitarian anxieties and identitarian politics as well as concomitant flows of migration alimented by climate change, conflict and poverty, nations have recently started to barricade themselves behind new walls.
What does the experience of combining art and science bring to the study of international relations? Why blend sensibility with reason to think about the evolution of the world? How does aesthetic and/or creative performance nourish the production of academic knowledge? If thinking about creation and integrating art with the Humanities and Social Sciences is nothing new, the challenges of the 21st century call for new analyses and creative approaches that give a voice to frequently neglected perspectives, and contribute to a more nuanced and multidimensional understanding of the world. The dialectic of art and research can be approached through the artistic dimension of the object of study, proximity to artists, experimentation with new forms of fieldwork and writing, or through the cultural mediation of the results. In this special issue of the digital magazine Global Challenges, jointly produced by the Graduate Institute of International and Development Studies (Geneva Graduate Institute) and the Centre de recherches internationales (Sciences Po), the contributors shed light on the role of art in research.
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.
