The number of internally forcibly displaced persons is growing every year across the globe and exceeds the number of refugees. To date, Ukraine has the highest number of internally displaced persons (IDPs) in Europe, with about 1.4 million people forced to flee from the conflict in eastern Ukraine. Employing Massey’s concept of ‘power geometry’, the modalities of borders, and taking an intersectional approach, this article theorizes how IDPs are situated politically within a protracted conflict. Such an approach offers the chance to see how the reaction to the war brings authorities to see displaced people as a static category and reproduces a war-lexicon in policies, which fractures the space of everyday life. Drawing upon qualitative research on IDPs, the civil society, international organizations, and public officials in Ukraine, the article concludes that intersections of gender and older age with displacement, and the lack of state recognition of these differing groups of IDPs, together with the lack of the economic resources for social policy, produces multiple forms of social exclusion.
À partir de récits collectés auprès des combattants de bataillons de volontaires pro-ukrainiens et prorusses, l’article dresse le portrait sociologique de ces engagés, en mettant en exergue des similitudes et des différences de leurs trajectoires. Il rend aussi compte de leurs sentiments d’appartenance respectifs, entre un attachement profond à l’Ukraine pour les premiers et des identifications floues et régionales pour les seconds. Il reconstitue également les représentations de la guerre du Donbass dans les deux corps armés ayant motivé la décision de s’engager. Ainsi, si les combattants pro-ukrainiens partagent l’image de la Russie comme pays agresseur, les combattants prorusses appréhendent la guerre en termes géopolitiques d’une confrontation globale entre l’Occident et la Russie où cette dernière était « forcée » à intervenir en Ukraine. Enfin, si les membres des deux groupes ont tendance à décrire leur propre participation comme l’accomplissement d’un devoir patriotique, dans une veine proprement idéaliste, ils disqualifient la participation d’autres membres de leur propre groupe, mais surtout des combattants du groupe d’en face, en l’occurrence déshumanisés et présentés comme aveuglés par la propagande, et l’attribuent à des motifs économiques.
The article reveals the essence of the problem of bullying. There is a lack of research in our country due to many years of ignoring it as a problem. The signs, types, forms, features of bullying are described. The role structure of bullying participants is highlighted. Regulatory and legal support for the prevention and solution of existing problems with manifestations of aggression in students. Behavioural reactions of victims of bullying and mechanisms of its manifestation are described. The research is given in the form of a survey in order to identify the manifestations of bullying among students.Today, the problem of bullying is not only a pedagogical problem but also a social one, as it leads to an increase in violence, cruelty, addictions and deviant behaviour among young people. The situation of bullying contributes to a number of negative consequences, namely: pedagogical (school maladaptation, academic failure); psychological (psychological disorders, consolidation in the minds of negative perceptions of themselves, decreased self-esteem, socialization disorders, social maladaptation); medical (trauma), etc.The author found that preventive work to prevent bullying in secondary education should be carried out comprehensively, namely with children, teachers and parents. In addition, preventive work should focus on dealing with explicit bullies, bullying victims and observers. These activities should be an individual and a group.Given that the problem of bullying in our country is dealt with for a relatively short time, we can say that for further research there are many issues: further work with adolescents and monitoring of change; research of ways to prevent the development of bullying in primary school children and even preschool children; work directly with the teaching staff for the timely detection of bullying in the student environment.
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