Each year the EMA Council of Directors selects five theses, which stand out not only for their formal academic qualities but also for the originality of topic, innovative character of methodology and approach, potential usefulness in raising awareness about neglected issues, and capacity for contributing to the promotion of the values underlying human rights and democracy.
Browsing Global Campus Europe (EMA) Awarded Theses by Subject "armed conflict"
(Global Campus of Human Rights, 2022)
Gscheidlen, Anne Sophie; Luhamaa, Katre
A day before the start of Russia’s invasion of Ukraine, the Council of
Europe vowed to create standards and mechanisms on child protection in
armed conflict by 2027. It further promised to address the discrimination of
children in state care. The need for a comprehensive child protection scheme
during and post-armed conflict as well as efforts to combat the marginalisation
of children in state care have, thus, been acknowledged. Yet, as far as Europe
is concerned, states have only begun to fuse child protection during armed
conflict with the awareness of the heightened vulnerability and marginalisation
of children in state care in reaction to the war against Ukraine, a country
which has one of the highest child institutionalisation rates in the region.
With thousands of children in state care continuing to be evacuated abroad
in a humanitarian effort to protect their lives and rights, this thesis seeks to
firstly discuss the (in)sufficiency of the existing international legal rights and
protective framework for these children. Secondly, this thesis documents how
some European countries view their obligations towards these children, and
what has already been undertaken by them vis-à-vis these children in light of
the war against Ukraine as of early July 2022.
Keywords: child protection, rights of the child, children in state care,
armed conflict, Ukraine
(Global Campus of Human Rights, 2018)
Kasunić, Sandra; Gardašević, Đorđe
Twenty years after the armed conflict in Croatia ended with the completion
of the Peaceful Reintegration of the Danube region on 15 January 1998, the war
still echoes in the Croatian society. In contrast, the United Nations Transitional
Administration (UNTAES), one of the most successful UN peacekeeping
missions, is rarely subject to societal debate. What contributed to the mission’s
success was that besides the reintegration of the formerly occupied territory, the
region’s predominantly Serb population was reintegrated too.
Against the background of official commemorations of military operations
and lack of emphasis of the Peaceful Reintegration as Croatia’s successful peace
initiative, the author wants to bring out the significance of the UNTAES by
shedding light on the circumstances that eventually created stable peace in
Croatia. Moreover, given the rise of interethnic tensions that particularly affect
the Serb minority, the evaluation and research of the Peaceful Reintegration
gives answers as to whether the Croatian state genuinely intended to reintegrate
the region’s population. The case study on the divided organisation of schooling
investigates whether there are implications of the Peaceful Reintegration on
today’s population in the Danube Region with the example of Vukovar’s pupils
of Croatian and of Serb ethnicity.
Keywords: UNTAES; UN Peacekeeping; Peaceful Settlement of Armed
Conflicts; Peaceful Reintegration; Eastern Slavonia; Croatia; Conflict Settlement;
Yugoslavia; Reconciliation; Divided Schooling.