Immense beyond imagination, the untamed rainforests of western New Guinea represent a biodiversity hotspot, home to several unique species of flora and fauna. The territory’s astonishing beauty and diversity is underpinned by a stunning array of natural resources. The island is also home to many indigenous communities practicing hundreds of local languages and traditions and depending on their natural environment for maintaining their traditional livelihoods, identity and culture. The territory’s much-contested decolonization process in the 1950-60s led to widespread discontent among indigenous Papuans and gave rise to persistent dissent from Indonesian rule, routinely met with disproportionately violent action by Indonesian security forces. Adding to these longstanding colonial ills and grievances, indigenous Papuan communities also struggle to grapple with inequitable allocation of land and resources, extreme pollution and environmental degradation caused by the mining and palm oil sectors. In the meantime, climate-exacerbated weather events have become more frequent in the region creating new tensions by putting an additional strain on natural resources and thus leading to an increased level of insecurity and inequality. In particular, these challenges have a disproportionate and profound impact on indigenous Papuan women, whose native lands are deeply embedded in their cultural and ethnic identity, and who are dependent on access to land to carry out their prescribed roles. Displacement also puts women at further risk of violence. Adding to sexual violence and displacement experienced by indigenous Papuan women, the loss of traditional lands and resources has been identified as having a singularly negative impact on women as it impedes their empowerment and makes them vulnerable to continued violence. The Papuan experience thus serves as a timely illustration to exemplify how environmental factors, such as resource extraction and climate change, not only amplify vulnerabilities and exacerbate pre-existing inequalities stemming from colonial times, they also give rise to gendered consequences flowing from large-scale degradation and loss of the natural environment.
In Amsterdam and Beirut, Abdallah has ethnographically researched interactional dynamics between disadvantaged young people, regarding experiences of success, in settings of education, work, sports, and music. He analyzed how focus, mood, and bodily deployment produced shared symbols, emotional contagions, and situated solidarities and moralities.He came to characterize constructive interactions as a main context for young people to experience three components of success: boosts, elevation, and grounding. Combinations of these experiences have important restorative effects for young people who suffer from an abundance of adversity and discouragement. Tensions arise for young people between, on the one hand, their loyalties toward old settings of belonging with their short-term, at times destructive, tendencies and, on the other hand, their success in new settings which demanded of them new types of discipline and commitments. Continued success depends partly on young people’s abilities, but more so on the availability of constructive interaction rituals helping them manage such tensions, without necessarily committing to one loyalty over the other. Next to young people’ s dynamics and processes, Abdallah has focused on the input of NGO professionals and volunteers in such constructive interactions to learn how their involvement can help young people in their struggles for success.The analysis employs concepts of sociological studies of emotions, such as interaction rituals, emotion management, and embodied dispositions to clarify how emotion, experience and energy act as driving forces in young people’s activities and development.
MULTIFILE
Using the past to orientate on the present and the future can be seen as one of history’s main contributions to educating future citizens of democratic societies. This thesis defines and explores aims and methods that may support teachers and students in making meaningful connections between the past, the present and the future in history class. Measurements with the Relevance of History Measurement Scale (RHMS), which was specifically developed for the purpose of this thesis, revealed that this type of history teaching positively affects students’ views on the relevance of history. This is an important outcome, because young students in particular have difficulty seeing the benefits of studying the past. Enabling them to see the relevance of history may be an important means to stimulate their motivation and engagement, because students’ appreciation of the value of school subjects is key to their commitment in school work.
MULTIFILE
