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Scraps of Hope in Banda Aceh examines the rebuilding of the city of Banda Aceh in Indonesia in the aftermath of the celebrated Helsinki-based peace mediation process, thirty years of armed conflict, and the tsunami. Offering a critical contribution to the study of post-conflict politics, the book includes 14 documentary videos reflecting individuals’ experiences on rebuilding the city and following the everyday lives of people in Banda Aceh.
Marjaana Jauhola mirrors the peace-making process from the perspective of the ‘outcast’ and invisible, challenging the selective narrative and ideals of the peace as a success story. Jauhola provides alternative ways to reflect the peace dialogue using ethnographic and film documentarist storytelling.
Scraps of Hope in Banda Aceh tells a story of layered exiles and displacement, revealing hidden narratives of violence and grief while exposing struggles over gendered expectations of being good and respectable women and men. It brings to light the multiple ways of arranging lives and forming caring relationships outside the normative notions of nuclear family and home, and offers insights into the relations of power and violence that are embedded in the peace.
Marjaana Jauhola is senior lecturer and head of discipline of Global Development Studies at the University of Helsinki. Her research focuses on co-creative research methodologies, urban and visual ethnography with an eye on feminisms, as well as global politics of conflict and disaster recovery in South and Southeast Asia.
This publication has received a subsidy for scientific publishing granted by the Ministry of Education and Culture from the proceeds of Veikkaus, distributed by the Federation of Finnish Learned Societies.
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Historical scholarship is currently undergoing a digital turn. All historians have experienced this change in one way or another, by writing on word processors, applying quantitative methods on digitalized source materials, or using internet resources and digital tools.
Digital Histories showcases this emerging wave of digital history research. It presents work by historians who – on their own or through collaborations with e.g. information technology specialists – have uncovered new, empirical historical knowledge through digital and computational methods. The topics of the volume range from the medieval period to the present day, including various parts of Europe. The chapters apply an exemplary array of methods, such as digital metadata analysis, machine learning, network analysis, topic modelling, named entity recognition, collocation analysis, critical search, and text and data mining.
The volume argues that digital history is entering a mature phase, digital history ‘in action’, where its focus is shifting from the building of resources towards the making of new historical knowledge. This also involves novel challenges that digital methods pose to historical research, including awareness of the pitfalls and limitations of the digital tools and the necessity of new forms of digital source criticisms.
Through its combination of empirical, conceptual and contextual studies, Digital Histories is a timely and pioneering contribution taking stock of how digital research currently advances historical scholarship.
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Three decades into the ‘digital age’, the promises of emancipation of the digital ‘revolution’ in education are still unfulfilled. Furthermore, digitalization seems to generate new and unexpected challenges – for example, the unwarranted influence of digital monopolies, the radicalization of political communication, and the facilitation of mass surveillance, to name a few.
This volume is a study of the downsides of digitalization and the re-organization of the social world that seems to be associated with it. In a critical perspective, technological development is not a natural but a social process: not autonomous from but very much dependent upon the interplay of forces and institutions in society. While influential forces seek to establish the idea that the practices of formal education should conform to technological change, here we support the view that education can challenge the capitalist appropriation of digital technology and, therefore, the nature and direction of change associated with it.
This volume offers its readers intellectual prerequisites for critical engagement. It addresses themes such as Facebook’s response to its democratic discontents, the pedagogical implications of algorithmic knowledge and quantified self, as well as the impact of digitalization on academic profession. Finally, the book offers some elements to develop a vision of the role of education: what should be done in education to address the concerns that new communication technologies seem to pose more risks than opportunities for freedom and democracy.
Matteo Stocchetti (PhD) is Senior Lecturer at Arcada University of Applied Science and Docent in Political Communication at University of Helsinki and Åbo Akademi University. The contributors of the volume include international experts on critical approaches to pedagogy, education and technology.
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Jukka Gronow’s book Deciphering Markets and Money solves the problem of the specific social conditions of an economic order based on money and the equal exchange of commodities. Gronow scrutinizes the relation of sociology to neoclassical economics and reflects on how sociology can contribute to the analyses of the major economic institutions. The question of the comparability and commensuration of economic objects runs through the chapters of the book.
The author shows that due to the multidimensionality and principal quality uncertainty of products, markets would collapse without market devices that are either procedural, consisting of technical standards and measuring instruments, or aesthetic, relying on the judgements of taste, or both. In his book, Gronow demonstrates that in this respect, financial markets share the same problem as the markets of wines, movies, or PCs and mobile phones, and hence offer a highly actual case to study their social constitution in the process of coming into being.
Jukka Gronow is professor emeritus of sociology at Uppsala University, Sweden, and docent at the University of Helsinki, Finland. He has published on sociology of consumption, history of sociology and social theory.
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As a traditional theological issue and in its broader secular varieties, theodicy remains a problem in the philosophy of religion. In this remarkable book, Sami Pihlström provides a novel critical reassessment of the theodicy discourse addressing the problem of evil and suffering. He develops and defends an antitheodicist view, arguing that theodicies seeking to render apparently meaningless suffering meaningful or justified from a ‘God’s-Eye-View’ ultimately rely on metaphysical realism failing to recognize the individual perspective of the sufferer. Pihlström thus shows that a pragmatist approach to the realism issue in the philosophy of religion is a vital starting point for a re-evaluation of the problem of theodicy.
With its strong positions and precise arguments, the volume provides a new approach which is likely to stimulate discussion in the wider academic world of philosophy of religion.
Sami Pihlström is professor of philosophy of religion at the University of Helsinki. He has published widely on, e.g., the pragmatist tradition, the problem of realism, and the philosophy of religion.
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The book addresses one of the most urgent social problems in many countries, the uncertain school-to-work transitions of young people. As a result, a ‘transition machinery’ has been created, consisting of various education and training measures realised by e.g. teachers and youth workers.
The volume demonstrates that discourses related to youth transitions do not simply describe young adults but create them. For example, young people are expected to be active citizens who make themselves attractive to employers, and those who fail in doing so may be labelled having psychological deficiencies. When failing transitions, resulting in lack of higher education or unemployment, are treated as individual’s problems rather than rising from structural factors, the solutions are likewise individualized. The book thus underlines the importance of analysing power relations reflected by gender, health, social class, and ethnicity.
The articles of the book combine perspectives from young people, policymakers, teachers, and youth workers in Iceland, Finland, Sweden, and England.
The editors of the book are Kristiina Brunila, professor of social justice and equality in education at University of Helsinki, and Lisbeth Lundahl, professor of educational work at Umeå University.
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