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Preventing attacks against education: Organizational responses to violence against students, educational personnel, and educational institutions

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Abstract:

Attacks against education—violence committed against students, education personnel, and educational institutions—are widespread in areas of instability and armed conflict. In response, local organizations are increasingly developing initiatives to protect education from attack. In addition, over the last several years, international organizations have begun to recognize attacks on education as a distinct—albeit diverse—international problem and human rights violation and have begun to advocate for new international norms regarding the illegality of attacking education (O’Malley 2010). The current moment, in which global norms regarding the protection of education from attack are still largely vague and unformed, therefore provides a rare opportunity for examining the relationship between the work of local organizations and these evolving international norms. Over the past two decades, constructivist scholars in international relations have developed a significant body of work concerning the process by which international organizations develop, diffuse, and institutionalize global norms (Klotz, 1995; Finnemore, 1996; Katzenstein, 1996; Risse, Ropp, Sikkink, 1999. However, this research primarily back-traces the historical, macro-level dynamics of norm development and transmission (Checkel, 1998; Cortell & Davis, 2000; Acharya, 2004). In doing so, it largely ignores the micro-level dynamics by which actors develop norms within their local context and the way that these efforts interact with norm development at the international level. Drawing on information on attacks against education in the West Bank and Gaza Strip, this paper proposes a model for understanding norm development as a mutually constitutive process that occurs simultaneously in local and international contexts.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493008_index.html
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MLA Citation:

Kapit-Spitalny, Amy. "Preventing attacks against education: Organizational responses to violence against students, educational personnel, and educational institutions" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493008_index.html>

APA Citation:

Kapit-Spitalny, A. "Preventing attacks against education: Organizational responses to violence against students, educational personnel, and educational institutions" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493008_index.html

Publication Type: Panel Paper
Abstract: Attacks against education—violence committed against students, education personnel, and educational institutions—are widespread in areas of instability and armed conflict. In response, local organizations are increasingly developing initiatives to protect education from attack. In addition, over the last several years, international organizations have begun to recognize attacks on education as a distinct—albeit diverse—international problem and human rights violation and have begun to advocate for new international norms regarding the illegality of attacking education (O’Malley 2010). The current moment, in which global norms regarding the protection of education from attack are still largely vague and unformed, therefore provides a rare opportunity for examining the relationship between the work of local organizations and these evolving international norms. Over the past two decades, constructivist scholars in international relations have developed a significant body of work concerning the process by which international organizations develop, diffuse, and institutionalize global norms (Klotz, 1995; Finnemore, 1996; Katzenstein, 1996; Risse, Ropp, Sikkink, 1999. However, this research primarily back-traces the historical, macro-level dynamics of norm development and transmission (Checkel, 1998; Cortell & Davis, 2000; Acharya, 2004). In doing so, it largely ignores the micro-level dynamics by which actors develop norms within their local context and the way that these efforts interact with norm development at the international level. Drawing on information on attacks against education in the West Bank and Gaza Strip, this paper proposes a model for understanding norm development as a mutually constitutive process that occurs simultaneously in local and international contexts.


Similar Titles:
Female Sexual Violence Prevention-Response Advocates in Higher Education Institutions: Experiences, Perceptions and Power Dynamics

Protecting education from attack: Examining organizational responses to violence against education in the West Bank and Gaza Strip

Educational Institutions and Organizational Environments: Student Outcomes in Context


 
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