Showing 491 - 500 of 662 Items

Date: 2020-01-01
Creator: Grace Louise Cawdrey
Access: Access restricted to the Bowdoin Community

Date: 2020-01-01
Creator: Ilana R. Olin
Access: Access restricted to the Bowdoin Community

- Embargo End Date: 2025-05-14
Date: 2020-01-01
Creator: Yujin Moon
Access: Embargoed

- Restriction End Date: 2025-06-01
Date: 2020-01-01
Creator: Diana Katalina Grandas
Access: Access restricted to the Bowdoin Community
Date: 2020-01-01
Creator: Emma Redington Lawry
Access: Open access
- Throughout the 21st century, certain facets of the democratic peace theory have informed American foreign policy, as policymakers credit democracy promotion with long-term stability and peace. In contrast, many political scientists have documented the often destabilizing and violent effects of democratization, particularly in underdeveloped states. How can we reconcile these tensions, and in what ways do they affect American foreign policy abroad? Under the lens of just war theory, or the doctrine of military ethics detailing the conditions under which it is morally acceptable to go to war, wage war and restore peace after war, this paper seeks to examine security sector reconstruction in post-counterinsurgency eras. In doing so, my analysis documents the effects of electoral processes on security and underscores the many difficulties of post-war rebuilding processes. In understanding these difficulties, I attempt to extract crucial lessons from the “best case” scenario of El Salvador and the “worst case” scenario of Iraq, both of which illuminate the fundamental tension between democratization and stability.

- Restriction End Date: 2025-06-01
Date: 2020-01-01
Creator: Rhianna J Patel
Access: Access restricted to the Bowdoin Community

Date: 2020-01-01
Creator: Eskedar Girmash
Access: Access restricted to the Bowdoin Community

Date: 2020-01-01
Creator: Hannah D. Konkel
Access: Access restricted to the Bowdoin Community

Date: 2021-01-01
Creator: Chiamaka Doris Okoye
Access: Access restricted to the Bowdoin Community
Date: 2021-01-01
Creator: Nina Nayiri McKay
Access: Open access
- Even though Brown v. Board of Education outlawed segregation in public schools in 1954, many American children still attend schools that are racially and, increasingly, socioeconomically segregated. Philadelphia, a northern city that did not have an explicit policy of segregating children on the basis of race when Brown was decided, nevertheless still has entrenched residential segregation that replicates in public schools. The metropolitan area became a segregated space in the years around World War II, when housing discrimination, employment discrimination, lending discrimination, suburbanization, and urban renewal started the years-long trajectory of growing white suburbs surrounding an increasingly non-white and under-resourced urban core. These patterns had profound implications for school segregation, which city organizers began trying to fight shortly after Brown v. Board. However, the first court case to take on segregation in Philadelphia schools—Chisholm v. The Board of Education—was largely unsuccessful, with overburdened NAACP and ally lawyers struggling to meet the judge’s expectations of concrete proof of an intent to segregate on the School District of Philadelphia’s part. In the early 1960s, though, the state’s Human Relations Commission obtained a legislative mandate to take on school desegregation. It won its first integration victory in the Pennsylvania port city of Chester before moving to Philadelphia, where it pushed for school integration from 1968 to 2009. The city’s political and ideological battles over those decades reflect national trends around the rise of conservatism and neoliberalism in suburban politics and school reform, limiting the possibilities for change.