Source: Bell et al., 2020
The essays in this volume are the product of a new ‘research practicum‘ course in the Department of Political Science and International Relations at the Graduate Institute in Geneva. They build on the debates on ‘Urban Morphology and violence’ to reflect on the associations between cities – their political orders and disorders – and outcomes ranging from occupation and resistance to marginalisation and containment. These texts foreshadow the possibility of centring – and challenging – the urban in our understanding of contemporary conflict, violence and peace. They are a first step in opening up a research agenda for a more textured analysis of spatial, geographical and temporal dynamics within the city in relation to violence, and, therefore, the mobilisation of spatial, temporal and visual modes of analysis. The promise is to make visible the varied roles of urban morphologies – adding to the debate on cities in and as sites of conflict.
The multipolar world succeeding US hegemony in the early 21st century, the financial crisis of 2007 and the corollary decline of liberalism seem to have ushered in an era of economic nationalism. States are increasingly left to fend for themselves as multilateral mechanisms lose traction and international economic relations gain in toxicity. The sanctions, embargoes and retaliations arising from the war in Ukraine, but also an accelerating struggle for dwindling natural resources, have pushed these logics to new heights. This Dossier assesses ongoing geoeconomic transformations and their potentially devastating consequences.
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.
