Analysing a non-IR field through IR lenses. Education in post-conflict Kosovo

Abstract

The paper argues that education is relevant for both domestic and international reasons and without an incorporation of the international within the national it is not possible to understand education's changes and transformations in post-conflict and conflict-affected contexts. The paper aims to connect the local to the global by investigating their dynamic interaction through the peculiar lenses of international assistance to education reform in post-conflict Kosovo. It asks two questions: (1) how do global agendas of peace and security affect education reforms in conflict-affected contexts? and (2) how does education reform in conflict-affected contexts interacts with and is related to broader, international dynamics, processes, and actors? More specifically, the paper analyses the role of international actors in traditionally national sectors and the multi-layered, hybrid governance of education reform within a broader statebuilding, peacebuilding, and stabilization perspective. The analysis is divided into two empirical instances: (i) education for liberal multicultural peace (1999–2013) and (ii) education against violent extremism and radicalization (2014–2019). The paper sheds light on the globalization and securitization of education as well as the changing forms and practice of statehood and sovereignty in times of post-war-reconstruction and fragility. A threat-containment and security-based logic has dictated priorities and determined choices in education reform and content.

Reaching for allies? The dialectics and overlaps between international relations and area studies in the study of politics, security and conflicts

“…Specifically, this Special Issue includes both contributions considering the ‘IR/AS dialectics’ in terms of disciplinary development (e.g. Dian 2021; Raineri and Baldaro 2021; Costantini and Hanau Santini 2021) and contributions empirically building bridges between IR and AS through case studies (e.g., Selenica 2021; Buscemi 2021). It also includes an article implicitly seeking to see ‘Europe’ with an Area Studies mindset (De Franco 2022), thus de-exoticizing and de-orientalizing the deep-seated meaning of Area Studies themselves.…”