Global Campus Open Knowledge Repository

Our Open Knowledge Repository is a digital service that collects, preserves, and distributes all digital materials resulting from the rich and varied production of the Global Campus of Human Rights. It is an ever growing collection which aims to give visibility to our research outputs, educational content, and multimedia materials; sustain open access for knowledge transfer; and foster communication within and beyond academia.

 

Communities in DSpace

Select a community to browse its collections.

Now showing 1 - 5 of 7

Recent Submissions

Thumbnail Image
Item
Global Campus Human Rights Journal, Volume 8 No 1-2
(Global Campus of Human Rights, 2024) ...
Thumbnail Image
Item
Global Campus Human Rights Journal, Volume 8. Editorial
(Global Campus of Human Rights, 2024) Chief Editors
Thumbnail Image
Item
Global Campus Human Rights Journal. Volume 8 No 2
(Global Campus of Human Rights, 2024) ...
Thumbnail Image
Item
The curious case of compulsory military trainings for students impacting transitional justice
(Global Campus of Human Rights, 2024) Shrestha, Anusha
Compulsory military training for students has become a prevalent practice in various countries, impacting the broader framework of transitional justice. This study briefly draws connection between the correlation of each pillar of transitional justice with memorialisation as the fifth pillar. It explores the inherent tension between such military training programmes and the principles of memorialisation within transitional justice. Specifically, it investigates how compulsory military training for students in China, Vietnam, and the Philippines influences educational curricula and the collective memory of past conflicts. Through case studies and analysis of state-driven educational policies, this research examines the ways in which military training is integrated into academic settings and its implications for transitional justice. The findings reveal that while states claim to prepare students for military service, these programmes often perpetuate biased historical narratives and contradict the goals of memorialisation by weaponising memories of conflict. These outcomes highlight a significant challenge: the clash between state-imposed military curricula and the need for a human rights-based approach to education that supports transitional justice. The broader implication of this study suggests a critical re-evaluation of educational practices in post-conflict societies to ensure they foster principles of transitional justice. The re-examination ought to focus on education as a means of memorialisation that helps adopt a balanced understanding of history while creating a safe space for various narratives to co-exist.
Thumbnail Image
Item
Protection of fundamental rights of peoples belonging to disputed/occupied territories not protected by a constitution (Gilgit-Baltistan): Approaches of developing democracies (India and Pakistan) to autonomy and self-determination
(Global Campus of Human Rights, 2024) Sajid Ali; De Stefani, Paolo
Constitutions not only guarantee fundamental rights but also prevent arbitrary state restriction on these rights. The absence of constitutional protection raises significant political and legal challenges both to the fundamental rights as well as governance system, as seen in the case of Gilgit-Baltistan. Gilgit-Baltistan, is a disputed/occupied territory under de facto administration of Pakistan, which is located to the North of Pakistan, bordering China and India. Gilgit-Baltistan is a region/territory which is neither constitutionally integrated into the federation of Pakistan, nor protected by the constitutions fundamental rights provision. Due to this peculiar situation of constitutional limbo, Gilgit-Baltistan occupies a unique position in political and legal academic discourse. Unlike other cases of autonomy and self-determination such as, Quebec, Catalonia, South Sudan, West Bengal, and Kashmir, Gilgit-Baltistan lacks constitutional recognition within any state vis a vis Pakistan. This research project will address the political, democratic, and legal implications of this unique status, proposing a novel approach to autonomy with due consideration to the existing principles of autonomy (such as self-determination through autonomy or independence by Dr. Markku Suksi), that elaborates a unique autonomy arrangements in the case of New Caledonia, which can form a foundation in the case of Gilgit-Baltistan. In doing so, the project will contribute to the broader discourse on autonomy and self-determination for disputed/occupied territories which lie outside the formal constitutional frameworks of sovereign states.