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Relevant bibliographies by topics / Response to literature

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Academic literature on the topic 'Response to literature'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Response to literature"

1

Brisman, David B. "LITERATURE REVIEW: Author's response." Journal of the American Dental Association 132, no. 4 (April 2001): 428. http://dx.doi.org/10.14219/jada.archive.2001.0192.

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Taxel, Joel. "Children's Literature: Ideology and Response." Curriculum Inquiry 18, no. 2 (1988): 217. http://dx.doi.org/10.2307/1179458.

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Holland, Norman N., Marshall W. Alcorn, and Mark Bracher. "Literature, Psychoanalysis, and Reader Response." PMLA 100, no. 5 (October 1985): 818. http://dx.doi.org/10.2307/462104.

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Taxel, Joel. "Children's Literature: Ideology and Response." Curriculum Inquiry 18, no. 2 (June 1988): 217–29. http://dx.doi.org/10.1080/03626784.1988.11076036.

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Mac Donald, Suzanne, and Lynn Atkinson Smolen. "Adolescent Literature and Reader Response." International Journal of Learning: Annual Review 15, no. 10 (2008): 207–12. http://dx.doi.org/10.18848/1447-9494/cgp/v15i10/45982.

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Holland, Norman N. "Literature, Psychoanalysis, and Reader Response." Publications of the Modern Language Association of America 100, no. 5 (October 1985): 818–19. http://dx.doi.org/10.1632/s0030812900135060.

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Reyes, Pedro M., and Khurrum Bhutta. "Efficient consumer response: literature review." International Journal of Integrated Supply Management 1, no. 4 (2005): 346. http://dx.doi.org/10.1504/ijism.2005.006301.

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Gruenwald, Oskar. "Response: Camp Literature: Archetype for Dissent." Slavic Review 48, no. 2 (1989): 280–83. http://dx.doi.org/10.2307/2499120.

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I would like to thank the Slavic Review, and its fair-minded editor, Sidney Monas, for allowing me to break the silence on certain taboo themes and respond to critics—civilities practiced mostly in the breach in the societies we study. Due to space limitations, I shall respond fully to Robert Hayden, who raises many issues, apart from the problem of definition, and trust that in the process I may encompass also Matt Oja's thoughtful remarks. Hayden's critique of my article on Yugoslav camp literature is based on two premises, which he fails to prove: that camp literature is not well defined and hence includes a good deal of official writings, or, alternatively, that it lacks internal consistency; and that the very concept of camp literature “misrepresents the political and intellectual currents in the country.” Much of his commentary is an ad hominem argument. Curiously, much of it, even if inadvertently, substantiates my central thesis: Yugoslav prison and camp literature represents a catalyst in the current processes of liberalization, democratization, and humanization in both politics and culture in post-Tito Yugoslavia.

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Beach, Richard. "Adolescent Attitudes and Response to Literature." Child & Youth Services 7, no. 1-2 (May 22, 1985): 9–18. http://dx.doi.org/10.1300/j024v07n01_02.

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Alcorn, Marshall W., and Mark Bracher. "Literature, Psychoanalysis, and Reader Response - Reply." Publications of the Modern Language Association of America 100, no. 5 (October 1985): 819–20. http://dx.doi.org/10.1632/s0030812900135072.

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Dissertations / Theses on the topic "Response to literature"

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Kujansivu, Heikki Markus. "Returning thirds on reading literature /." Diss., Online access via UMI:, 2008.

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Brackett, Geoffrey L. "Blake's poetic response to Milton." Thesis, University of Oxford, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357352.

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Allington, Daniel. "Discourse and the reception of literature : problematising 'reader response'." Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/507.

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In my earlier work, ‘First steps towards a rhetorical hermeneutics of literary interpretation’ (2006), I argued that academic reading takes the form of an argument between readers. Four serious weaknesses in that account are its elision of the distinction between reading and discourse on reading, its inattention to non-academic reading, its exclusive focus on ‘interpretation’ as if this constituted the whole of reading or of discourse on reading, and its failure to theorise the object of literary reading, ie. the work of literature. The current work aims to address all of these problems, together with those created by certain other approaches to literary reading, with the overall objective of clearing the ground for more empirical studies. It exemplifies its points with examples drawn primarily from non-academic public discourse on literature (newspapers, magazines, and the internet), though also from other sources (such as reading groups and undergraduate literature seminars). It takes a particular (though not an exclusive) interest in two specific instances of non-academic reception: the widespread reception of Salman Rushdie’s novel The Satanic Verses as an attack on Islam, and the minority reception of Peter Jackson’s film trilogy The Lord of the Rings as a narrative of homosexual desire. The first chapter of this dissertation critically surveys the fields of reception study and discourse analysis, and in particular the crossover between them. It finds more productive engagement with the textuality of response in media reception study than in literary reception study. It argues that the application of discourse analysis to reception data serves to problematise, rather than to facilitate, reception study, but it also emphasises the problematic nature of discourse analysis itself. Each of the three subsequent chapters considers a different complex of problems. The first is the literary work, and its relation to its producers and its consumers: Chapter 2 takes the form of a discourse upon the notions of ‘speech act’ and ‘authorial intention’ in relation to literature, carries out an analysis of early public responses to The Satanic Verses, and puts in a word for non-readers by way of a conclusion. The second is the private experience of reading, and its paradoxical status as an object of public representation: Chapter 3 analyses representations of private responses to The Lord of The Rings film trilogy, and concludes with the argument that, though these representations cannot be identical with private responses, they are cannot be extricated from them, either. The third is the impossibility of distinguishing rhetoric from cognition in the telling of stories about reading: Chapter 4 argues that, though anecdotal or autobiographical accounts of reading cannot be taken at face value, they can be taken both as attempts to persuade and as attempts to understand; it concludes with an analysis of a magazine article that tells a number of stories about reading The Satanic Verses – amongst other things. Each of these chapters focuses on non-academic reading as represented in written text, but broadens this focus through consideration of examples drawn from spoken discourse on reading (including in the liminal academic space of the undergraduate classroom). The last chapter mulls over the relationship between reading and discourse of reading, and hesitates over whether to wrap or tear this dissertation’s arguments up.

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West, Alastair. "A reading community and the individual response to literature." Thesis, University of Oxford, 1986. http://ora.ox.ac.uk/objects/uuid:5eb162a4-96c5-410d-b0c7-274012e787e8.

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This study is concerned with the social production of adolescent readers of fiction and with the formation of their responses to the fiction they read. It was conceived from within the mainstream "progressive" tradition of secondary English teaching, but is written from a perspective informed by more recent developments in literary theory. The overall problem addressed is: how do adolescents become confirmed readers of fiction? It is investigated in two ways. The first seeks to identify those working practices and social relations in secondary schools most likely to promote adolescent fiction reading. The second seeks to understand the perceptions that adolescents have of the fiction that they read. The report is based upon a longitudinal study of six teaching groups in three comprehensive schools. A combination of ethnographic and survey methods was employed. In two of the schools fiction reading was found to decline sharply over the two year period. Readership patterns were closely associated with social class origins, gender and school ability grouping. In the third school, however, which had the highest proportion of working class students, fiction reading did not decline, nor was it influenced by ability grouping, gender or social class. These different reading outcomes are shown to relate closely to the working practices and the exercise of power within the schools. One school functions as a reaing community; the other two do not. The significance of the findings is discussed in relation to contemporary theories of cultural and social reproduction. Schools, it is concluded, have the capacity to do very much more than reproduce and legitimate existing socio-economic differences at and by the cultural level. As for the individual response to literature, the original intention was to present case studies of representative readers from the sample. All three schools sought to initiate their students,ith varying degrees of success, into a particular discourse, the discourse of personal growth, in which fiction reading is held to contribute to the reader's enhanced understanding of the self, others and the world. This view, however, rests upon assumptions about language and texts, the reading process and subjectivity which the intervention of structuralism and later developments in literary theory have rendered untenable. In order to understand the theoretical limitations of this discourse, its disabling classroom consequences and the possibilities for its transformation to more radical and liberating approaches to texts, the case study presented here is of the discourse itself, rather than of those readers who sought access to it.

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Jakubiak, Katarzyna Dykstra Kristin. "Performing translation the transnational call-and-response of African diaspora literature /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276391711&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1200674412&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on January 18, 2008. Dissertation Committee: Kristin Dykstra (chair), Christopher Breu, Christopher DeSantis. Includes bibliographical references (leaves 220-237) and abstract. Also available in print.

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Randolph, Tamara Lee Dietrich. "Culture-mediated literature adult Chinese EFL student response to folktales /." access full-text online access from Digital dissertation consortium, 2000. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9988979.

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Jacobs, Sue L. "Artistic response of incarcerated male youth to young adult literature /." Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.

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Feldman, Lee. "Player-Response on the Nature of Interactive Narratives as Literature." Thesis, Chapman University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822281.

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In recent years, having evolved beyond solely play-based interactions, it is now possible to analyze video games alongside other narrative forms, such as novels and films. Video games now involve rich stories that require input and interaction on behalf of the player. This level of agency likens video games to a kind of modern hypertext, networking and weaving various narrative threads together, something which traditional modes of media lack. When examined from the lens of reader-response criticism, this interaction deepens even further, acknowledging the player’s experience as a valid interpretation of a video game’s plot. The wide freedom of choice available to players, in terms of both play and story, in 2007’s Mass Effect, along with its critical reception, represents a turning point in the study of video games as literature, exemplifying the necessity for player input in undergoing a narrative-filled journey. Active participation and non-linear storytelling, typified through gaming, are major steps in the next the evolution of narrative techniques, which requires the broadening of literary criticism to incorporate this new development.

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Lärkefjord, Gabriel. "Provoking Placebo : A Literature Study About Placebo Response in Nursing." Thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-322165.

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Background: The placebo effect and the placebo response is a misunderstood phenomenon and their potential is wildly underestimated. Most people, including health care professionals, consider the placebo effect to be a “make believe” effect which only affects gullible people. It is argued that the nurse is in an unusually advantageous position to observe and facilitate the placebo effect and make use of the benefits for the patients. Observation of said response is made by many authors but there is little to no research on the placebo effect from a nursing standpoint. Some of the research results can however be translated to the nurse profession and used in clinical settings. Aim: The purpose is to describe areas where the placebo effect may affect nursing of the patient. Method: A literature review format was chosen to comprise existing knowledge on the placebo effect, which can be applied for nursing. Results: Themes that arose from examination of chosen literature included: Emotional state, Expectation and Conditioning, Conscious and Social learning and Patient-caregiver relationship. Many of the observed interventions could be applied using the nursing philosophy of Hildegard Peplau. Conclusion: The placebo effect can be used by the nurse to improve the result of the patient´s treatment. If placebo becomes a focus in nursing research the results could be more applicable to benefit patients than if researched by other professional groups.

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Eberdt, Karen. "Research conceptions of adult and college reader response to literature." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/32275.

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"Response to literature" is an educational notion which generally refers to an oral or written reaction to a non-expository published work such as a short story or poem. This historical analysis investigates conceptions of response to literature in research with adults and college students. The dissertation problem derives from an apparent shift in emphasis from the text towards the reader in research on response to literature (Purves, 1985). The underlying assumption of this suggestion is that there are historically predominant research conceptions. This dissertation documents these ideas with adult and college readers' responses to literature. The procedure was first to establish foundation conceptions of "response" and "literature" from theoretical considerations of these terms. Next, studies derived from major bibliographies were examined in order to determine the general emphasis based on the research purpose, literary work, and response task. Predominant research conceptions of both "response" and "literature" were delineated by decades, from the first cited study in 1912. Results of the analysis concerned conceptions of both "literature" and "response". First, research conceptions of "literature" generally focused on print, rather than oral performance. In addition, there was a general research move from the use of meaningless syllables and fragments of poetry (1910-39); through the use of a diversity of genres such as newspaper articles, comprehension test items, and novels (1940-69); to a contemporary focus on short stories and poems (1970-89). Second, research conceptions of "response" supported the suggestion of a general shift from conceptions which focused on textual elements such as rhythm, sounds of language and literary merit (1920-39); through those which focused on aspects of the reader such as personality changes, preferences and developmental differences (1940-69) ; to those which emphasized elements of response itself such as process, stance, and context (1970-89). Possible reasons for the shifts in emphasis were explored in relation to general societal conditions and the changing image of the college student. From an educational perspective, the observed changes suggest a move towards empowerment of the learner in the classroom. This trend corresponds to the increasing pedagogical emphasis on holism and collaboration
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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Books on the topic "Response to literature"

1

McTeague, Frank. Response to literature. [Toronto]: Ontario Ministry of Education, 1987.

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Indian Association for American Studies. Congress. Indian response to American literature. New Delhi: Creative Books, 2003.

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Cole, SuzAnne. Reading and responding to literature. San Diego: Harcourt Brace Jovanovich, 1990.

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Response & analysis: Teaching literature in secondary school. 2nd ed. Portsmouth, NH: Heinemann, 2004.

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Smolen, Lynn Atkinson, and Ruth A. Oswald. Multicultural Literature and Response: Affirming Diverse Voices. Santa Barbara, California: Libraries Unlimited, 2011.

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Holland, Norman Norwood. The dynamics of literary response. New York: Columbia University Press, 1989.

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1950-, Devy G. N., ed. S.K. Desai essays: A novelist's response to literature. Pune: Padmagandha Prakashan, 2011.

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25 fun & fabulous literature response activities and rubrics. New York: Scholastic Professional Books, 2002.

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Rentschler, Barbara L. Literature response logs: Reproducible prompts for every day. Torrance, Calif: Good Apple, 1997.

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Gumbel, Nicky. The Da Vinci code: A response. London: Alpha International, 2005.

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Book chapters on the topic "Response to literature"

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Leland, Christine H., Mitzi Lewison, and Jerome C. Harste. "Literature Response Strategies." In Teaching Children's Literature, 219–46. Second Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269627-10.

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Apostolopoulos, Nikos C. "Literature Review." In Stretch Intensity and the Inflammatory Response: A Paradigm Shift, 5–129. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96800-1_2.

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Sarma, Dhurjjati, and Venkat Pulla. "North East Indians and Their Contribution to Indian Literature." In Discrimination, Challenge and Response, 97–114. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46251-2_6.

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Kiberd, Declan. "The Male Response to Feminism." In Men and Feminism in Modern Literature, 204–28. London: Palgrave Macmillan UK, 1985. http://dx.doi.org/10.1007/978-1-349-17940-4_8.

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de Looze, Laurence. "Generic Clash, Reader Response, and the Poetics of the Non-Ending inLe Bel Inconnu." In Courtly Literature, 113. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/upal.25.11del.

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Cocks, Neil. "The Implied Reader. Response and Responsibility: Theories of the Implied Reader in Children’s Literature Criticism." In Children's Literature, 93–117. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230523777_5.

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Spiro, Jane. "Reader Response and the Formulation of Literary Judgement." In Creativity in Language and Literature, 231–44. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-1-349-92482-0_18.

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Janssen, Tanja, and Martine Braaksma. "Chapter 10. Effects of creative writing on adolescent students’ literary response." In Linguistic Approaches to Literature, 193–212. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/lal.24.10jan.

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Baxter, David, and Cal Durrant. "Assessing response to Literature and the SOLO Taxonomy." In International Perspectives on the Teaching of Literature in Schools, 68–76. Abingdon, Oxon; New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315396460-7.

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Pospielovsky, Dimitry V. "Spirituality and Religion in Soviet Literature." In Soviet Studies on the Church and the Believer’s Response to Atheism, 117–45. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19357-8_8.

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Conference papers on the topic "Response to literature"

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Usoro, Agnes, and Junaid Razzak. "P1.003 Assessment of Urban Emergency Response Systems: A Literature Review." In Virtual Pre-Conference Global Injury Prevention Showcase 2021 – Abstract Book. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/injuryprev-2021-safety.30.

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Rocca, M. "Human Response to the Indoor Environment a Collection of Literature Models." In 2018 IEEE International Conference on Environment and Electrical Engineering and 2018 IEEE Industrial and Commercial Power Systems Europe (EEEIC / I&CPS Europe). IEEE, 2018. http://dx.doi.org/10.1109/eeeic.2018.8494588.

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Hartono, Rudi. "Students’ Response on Collaborative Translation Model." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.2.

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"The Response of Confucianism to the Spiritual Crisis of Modernity--And its Comparison with Western Philosophy." In 2018 International Conference on Culture, Literature, Arts & Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icclah.18.074.

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Smitas, Andrius. "Associations Of Positive Personality Characteristics With Psychophysiological Response To Stressors: Literature Review." In 5th icCSBs 2017 The Annual International Conference on Cognitive - Social and Behavioural Sciences. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.01.02.23.

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Natanael, Yosua, and Yusep Rosmansyah. "Definitions, Features, and Technologies on Classroom Response Systems: A Systematic Literature Review." In 2020 International Conference on Information Technology Systems and Innovation (ICITSI). IEEE, 2020. http://dx.doi.org/10.1109/icitsi50517.2020.9264981.

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Cahyani, Isah, and Siti Silmi. "Response Leaners to BIPA Learning Based Culture." In Proceedings of the 2nd Konferensi BIPA Tahunan by Postgraduate Program of Javanese Literature and Language Education in Collaboration with Association of Indonesian Language and Literature Lecturers, KEBIPAAN, 9 November, 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-11-2019.2295047.

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Nurviyani, Ria, and Pupung Purnawarman. "EFL Students’ Response on the Impact of Online Peer Feedback on Their Writing Performance." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.095.

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Gasser, Marius, Ponghatai Boonsimma, Wiracha Netbaramee, Thanin Wechapinan, Chalurmpon Srichomthomg, Chupong Ittiwut, Martin Krenn, et al. "ATP1A3-related Epilepsy: Report of Six Cases and Literature-based Analysis of Treatment Response." In Abstracts of the 45th Annual Meeting of the Society for Neuropediatrics. Georg Thieme Verlag KG, 2019. http://dx.doi.org/10.1055/s-0039-1698224.

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Jiang, Qian. "Reader-response Approach Used in Chinese EFL Context: An Alternative Approach to Teach Literature." In 2018 3rd International Conference on Humanities Science, Management and Education Technology (HSMET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/hsmet-18.2018.83.

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Reports on the topic "Response to literature"

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Stallings, Jonathan D., Danielle L. Ippolito, Anders Wallqvist, B. C. McDyre, and Jaques Reifman. Host Response to Environmental Hazards: Using Literature, Bioinformatics, and Computation to Derive Candidate Biomarkers of Toxic Industrial Chemical Exposure. Fort Belvoir, VA: Defense Technical Information Center, October 2015. http://dx.doi.org/10.21236/ad1003903.

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Briggs, Hannah, and Thoai Ngo. The health, economic, and social effect of COVID-19 and its response on gender and sex: A literature review. Population Council, 2020. http://dx.doi.org/10.31899/pgy14.1031.

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Carter, Becky. Inclusion in Crisis Response, Recovery and Resilience. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.079.

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This rapid review provides examples of what has worked to include people in humanitarian assistance who experience heightened vulnerability during crises, due to social inequalities and discrimination relating to gender, age, disability, sexual orientation, gender identity and/or expression, and sex characteristics; and religious belief . Overall, robust evidence is limited for what are, in most cases, relatively new areas of practice in challenging crisis situations. However, the literature does identify promising practices. Emerging themes from the research on what has potential for improving inclusion in humanitarian assistance include: affected people’s meaningful participation in intervention planning and design; whole-of-community approaches while maintaining accountability to the targeted beneficiaries; multi-component approaches combining complementary strategies (e.g. economic empowerment with social norms change programming); longer-term, pre-crisis investment in relationships with, and capacity building of, local organisations; and disaggregating data and undertaking intersectional analyses to include those hardest to reach.

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Tarricone, Pina, Kemran Mestan, and Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.

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The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.

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Milloy, C. Barometric pressure responses in groundwater level time series data, a literature review. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2017. http://dx.doi.org/10.4095/299783.

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Manheimer, Katarina. Police Stress: A Literature Study on Police Occupational Stressors and the Responses in Police Officers to Stressful Job Events. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6501.

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Johnson, Mark, and John Wachen. Examining Equity in Remote Learning Plans: A Content Analysis of State Responses to COVID-19. The Learning Partnership, November 2020. http://dx.doi.org/10.51420/report.2020.2.

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In this technical report, the authors present a content analysis of state guidance on remote learning from the 2019-20 school year. As schools across the country closed in response to COVID-19, state education agencies (SEAs) developed guidance for use by districts on how to ensure the continuation of education during the pandemic. The described analysis applied an equity framework that was developed based on concepts drawn from a literature review to examine the extent to which SEAs addressed issues of equity in their remote learning recommendations. The analysis revealed variation in the extent to which states explicitly focused on equity in their guidance. The analysis also identified exemplar states that encouraged local educators to keep equity at the forefront of their planning.

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Birch, Izzy. Thinking and Working Politically on Transboundary Issues. Institute of Development Studies (IDS), January 2020. http://dx.doi.org/10.19088/k4d.2021.010.

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Abstract:

There is growing consensus that political factors are a key determinant of development impact. The practice of Thinking and Working Politically (TWP) is built around three interconnected principles: (i) strong political analysis, insight, and understanding; (ii) detailed appreciation of, and response to, the local context; and (iii) flexibility and adaptability in program design and implementation. The literature notes that while TWP emphasises the centrality of politics and power, technical knowledge is still important and can reinforce the political agenda, for example by increasing the confidence of smaller states or by strengthening collective understanding. Furthermore, improving the quality of domestic cooperation can be a step towards regional cooperation, and flexible engagement with the diverse range of actors that populate transboundary settings has been shown to be an effective strategy. The literature also highlights lessons learned including Transboundary cooperation can be built from the bottom up and for development partners, pre-existing bilateral partnerships may facilitate their engagement at a transboundary level, particularly on sensitive issues. Given the relatively isolated experience of TWP in transboundary settings, the evidence base for this report is also limited. The two areas where most examples were found concern regional integration and transboundary water management.

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Idris, Iffat. Documentation of Survivors of Gender-based Violence (GBV). Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.103.

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This review is largely based on grey literature, in particular policy documents and reports by international development organizations. While there was substantial literature on approaches and principles to GBV documentation, there was less on remote service delivery such as helplines – much of this only in the wake of the COVID-19 pandemic. In addition, very little was found on actual examples of GBV documentation in developing contexts. By definition, gender featured strongly in the available literature; the particular needs of persons with disabilities were also addressed in discussions of overall GBV responses, but far less in GBV documentation. GBV documentation refers to the recording of data on individual GBV incidents in order to provide/refer survivors with/to appropriate support, and the collection of data of GBV incidents for analysis and to improve GBV responses. The literature notes that there are significant risks associated with GBV documentation, in relation to data protection. Failure to ensure information security can expose survivors, in particular, to harm, e.g. reprisal attacks by perpetrators, stigma, and ostracism by their families/ communities. This means that GBV documentation must be carried out with great care. A number of principles should always be applied when documenting GBV cases in order to protect survivors and prevent potential negative effects: do no harm, survivor-centered approach, survivor autonomy, informed consent, non-discrimination, confidentiality, and data protection (information security).

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Herbert, Siân. Covid-19, Conflict, and Governance Evidence Summary No.28. Institute of Development Studies (IDS), January 2020. http://dx.doi.org/10.19088/k4d.2021.008.

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The fortnightly Covid-19, Conflict, and Governance Evidence Summary aim to signpost the UK Foreign, Commonwealth, and Development Office (FCDO) and other UK government departments to the latest evidence and opinions on Covid-19 (C19), to inform and support their responses. This summary features resources on C19’s unequal impacts and policy responses; responses to build long-term resilience to both conflict and pandemics; responses to support forcibly displaced people in Africa and the Middle East; and the implications of C19 for international development cooperation in 2021. Many of the core C19 themes continue to be covered this week, including C19 increasing gender-based violence; whether regime type shapes effective C19 responses; and whether and how C19 is shaping conflict contexts. The summary uses two main sections – (1) literature: – this includes policy papers, academic articles, and long-form articles that go deeper than the typical blog; and (2) blogs & news articles. It is the result of one day of work and is thus indicative but not comprehensive of all issues or publications.

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