Roxanna Sjöstedt

Estonian Identity Formations and Threat Framing in the Post-Cold War Era

This article shows that threat framing by the Estonian elite has changed significantly since the end of the Cold War. In order to explain these changes, the identity formations salient in Estonian political discourse are analyzed using discourse analysis and contrasted to two other explanatory approaches: one based on the ideas of realism, the other on cognitive theory. This demonstrates that the variation of threat images, as well as Estonia’s wish to join international organizations, is guided not solely by fear of Russia, but also by a desire to re-establish bonds with an identity formation Estonia once was part of. Thus, the change of threat images can be explained by the dynamics of identity formations, which in turn are linked to processes of socialization, as Estonia adapts to the discourse of the West. It is further argued that previous research on the linkages between identity formations and threat images has tended to oversimplify this relationship. In contrast to earlier research, this article claims that after independence, the Estonian Self has not developed in polarized terms vis-‡-vis the Russian state and the domestic Russian Other. Rather, it is concluded that what is at issue is a process of socialization. This implies not only learning and using language as a means towards the recognition of a multicultural Estonia and the inclusion of the Russian minority in the Estonian Self, but also the institutionalization of such a language in terms of official policies.

Ideas, identities and internalization: Explaining securitizing moves

Why do some events take precedence over others in terms of being viewed as security issues? This article argues that in order to answer this question it is necessary to move beyond the assumption that threat images are self-evident. Rather, a distinction should be made between the contextual conditions that may lay the foundation for a threat image and the subjective problem formulation by actors. In addition, in order to analyze how, why, and when an actor constructs a threat image and initiates a so-called securitization process, a broad conceptual and analytical framework should be employed. This article suggests a framework that incorporates ideas and identity at the international and domestic levels, and the internalization processes of the central decision-making unit performing the securitization. The article argues that while the diffusion of ideas by entrepreneurs forms an important basis for the threat constructions of national decision-makers, it is necessary to take the role of national and domestic identities into account in order to explain why some idea diffusion processes succeed while other do not. Identity serves as a catalyst or gate-keeper of idea diffusion. The internalization of the decision-making unit, finally, is a central mechanism that highlights the process between the explanatory factors and the outcome (securitization). By including these three concepts into the analysis, this article takes a holistic approach that can be employed to analyze different kinds of actor-based and non-actor-based threat images.

Assessing a broad teaching approach : The impact of combining active learning methods on student performance in undergraduate peace and conflict studies

Teaching introductory International Relations (IR) and peace and conflict studies can be challenging, as undergraduate teaching frequently involves large student groups that limit student activity to listening and taking notes. According to pedagogic research, this is not the optimal structure for learning. Rather, although a teacher can pass on information, the student must actively create one’s own understanding, something that is not done through the traditional “Sage on the Stage” style of pedagogy. This article assesses this assumption by examining the impact of active learning on student learning outcomes and argues that a multiple teaching methods approach is able to meet the varying learning preferences of the broader student group and thus improves actual and self-perceived student performance. In a 3-year project, different approaches were introduced during the first semester, including smaller seminar groups, simulations, the use of film, and practitioner meetings. A comparison of the classes of 2011 and 2012, using the class of 2010 as a baseline, finds that the student groups taking part in the active learning project demonstrated both an improvement of results as well as an overall increase with regard to perceived achievement regarding the course’s learning outcomes.

Why small states join big wars: The case of Sweden in Afghanistan 2002–2014

The security behavior of small states has traditionally been explained by different takes of realism, liberalism, or constructivism – focusing on the behavior that aims toward safeguarding sovereignty or engaging in peace policies. The issue of why states with limited military capacities and little or no military alignments or engagements decide to participate in an international mission has received limited attention by previous research. In contrast, this article argues that a three-layered discursive model can make the choices of small states more precisely explained and thereby contribute to an increased understanding of small states’ security behavior beyond threat balancing and interdependence. Analyzing a deviant case of a non-aligned small state, this article explains why Sweden became increasingly involved in the North Atlantic Treaty Organization (NATO)-led International Security Assistance Force (ISAF) mission in Afghanistan. By focusing on the domestic political discourses regarding the Swedish involvement in this mission, it is suggested that a narrative shapes public perception of a particular policy and establishes interpretative dominance of how a particular event should be understood. This dominant domestic discourse makes a certain international behavior possible and even impossible to alter once established. In the Swedish case, it is demonstrated that this discourse assumed a ‘catch-all’ ambition, satisfying both domestic and international demands. In general terms, it should thus be emphasized that certain discourses and narratives are required in order to make it possible for a country to participate in a mission such as ISAF and prolong the mission for several years.

Beyond compliance : Recognition, solidarity and minority rights in post-accession Estonia

Implementation of minority rights norms is an important step for integration. The ultimate aim of norm diffusion is internalization, that is, when a norm is being taken for granted. This article seeks to develop an understanding of socialization beyond formal compliance and suggests that material and ideational structures at both the elite and societal levels mutually reinforce one another. The framework is applied to the case of the integration of the Russian minority in Estonia, 1991–2016. The concepts of recognition and solidarity help to theorize and explain this socialization process and the constraints of both materialist and identity dimensions.