Expert in Conflict Studies, Peacebuilding, Political Violence

This study examines media influence on public knowledge, focusing on framing in Indian and Western coverage of the 2012 New Delhi rape case. It explores its role in legislative reforms, government pressure, and protections against violence toward women in India.

is article examines the ways in which underlying conceptions about the ‘local’ and the ‘global’ impact processes of peace negotiations and peace movements. I use evidence from the 2016 peace negotiations, and the subsequent implementation of the accords between the Colombian government and the left-wing guerrilla group, The Revolutionary Armed Forces of Colombia (FARC). In this article, I analyse the impact that an international, top down, elite, and formalised peace agreement has had on local, informal, and contextually specific agreements that communities in some of the most conflict-afflicted parts of the national territory already had in place with a variety of armed actors.

This article compares the political institutionalization process of indigenous social movements in Guatemala and Peru. his study compares the impact that indigenous social movements have had on existing political institutions in Peru and Guatemala, theorizing about the effects that framing and experiential commensurability can have on the success of a social movement of a marginalized group transitioning into a political party. This study compares the process of Guatemala’s indigenous social movement in its transition to a nationally and municipally representative political party in contrast with a continued lack of mobilization and representation of indigenous interests in the national political institutions of Peru.

This research explores how female scholar representation influences Ph.D. students’ academic self-efficacy. In a syllabus experiment, increased gender diversity did not boost female students’ confidence but lowered self-efficacy among male students and those unsupportive of diversity. A secondary, non-interventional survey analysis showed that students with more role models, regardless of gender, had higher academic confidence, though female students — especially those valuing diversity — were more likely to seek female mentors.