© Chappatte, Der Spiegel www.chappatte.com
Graduate Institute, Geneva et Heidi.news
The Dossier aims to explore new trends and expressions of violence in armed conflict in the 21st century. Taking as a starting point the changing paradigm of armed conflict – from conventional wars with clear contours towards more non-linear, fragmented and protracted types of civil and international conflict — it adopts a broad approach to portray changing forms of violence across different types of armed conflicts (including terrorism, international/civil wars or urban warfare). In the context of a fragmenting international order, with increasingly blurred lines between state and non-state, combatant and civilian, domestic and international, the number of actors involved in conflicts and concurrent strategies of violence have multiplied. In face of the ubiquity of violent conflict — despite an overall decline in interstate conflict and global number of casualties — the Dossier aims to shed light on new or changing forms of violence, their contexts, actors and victims. It explores the novelty, heterogeneity, scales and vectors of violent practices in contemporary conflicts by investigating the impact of a series of factors such as new military technologies (drones, robots), new communication tools (social media), gender, migration, or the subcontracting of security to private actors.
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.
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.
