Seminar October 7: MAKING SENSE OF RUSSIAN STRATEGIC NARRATIVES – AFFECT AND RECEPTION AMONG YOUNG RUSSIAN SPEAKERS IN LATVIA

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RUCARR Seminar with Emma Rönngren, Örebro University

Time: October 7, 15.15-17.00 CET

Place: NI:C0319 (Niagara) or via Zoom: https://mau-se.zoom.us/j/69615481801

Abstract:

Since Russia’s full-scale invasion of Ukraine in 2022, attention has increasingly focused on how Russian strategic narratives are projected and received. In this seminar, Dr. Emma Rönngren presents findings from her doctoral dissertation on how Russian-speaking youth in Latvia make sense of, negotiate, and sometimes resist such narratives, with particular attention to emotions, media, and identity.

Drawing on focus groups and interviews with 69 participants, the study shows how young people navigate a contested media landscape where narratives of history, freedom of speech and language circulate. Using Carolyn Michelle’s reception model, Rönngren demonstrates how participants interpret these narratives on both denotative and connotative levels of meaning. Affect emerges as a key factor, shaping whether narratives gain persuasive force or trigger critical distance.

By foregrounding youth perspectives, the study not only contributes to debates on narrative power, resistance, and the affective dimensions of media reception, but also challenges simplified views of Russian-speaking minorities as either loyal or disloyal. It highlights the complexity of everyday meaning-making and the implications this has for democratic and civil actors in the Baltic Sea region.

Bio:

Dr. Emma Rönngren is a media and communication scholar specializing in strategic narratives, affect and information influence in the Baltic Sea region. She is a senior lecturer at Örebro University, affiliated researcher at IRES, Uppsala University and serves as the Student and Early Career Representative for the ICA Public Diplomacy Interest Group. Her current work includes forthcoming articles and book chapters on narrative persuasion, civil society resilience, and the role of media in geopolitics.

 

Seminar September 23: Russians go home: Exile, Empire, and Everyday Tensions: Russian Migration to Georgia after 2022

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 RUCARR seminar with Dr. Sofia Gavrilova (Leibniz Institute for Regional Geography, Leipzig) and Olga Bronnikova (University of Bordeaux-Bretagne).

Time: September 23, 15.15-17.00 CET

Place: NI:B0314 (Niagara) or via Zoom: https://mau-se.zoom.us/j/65586314867

Abstract:

Since the Russian full-scale invasion of Ukraine, Tbilisi has become a key destination for Russian emigrants, including political activists, journalists, and NGOs. Their presence has sparked both solidarity initiatives—particularly in support of Ukrainian refugees—and deep social tensions, with accusations of “neo-imperialism” shaping public debates. Drawing on ethnographic fieldwork, interviews, and collaborative research with colleagues, this talk examines how Russian “civil society in exile” coexists with Georgian civil society, and why their practices often clash. By contrasting Russian traditions of “small deeds” activism with Georgia’s more visible protest-oriented political grammar, Dr. Gavrilova explores how histories of empire, Soviet legacies, and ongoing occupation inform mutual perceptions. The presentation introduces the concepts of conditional neo-imperialism and embodied imperialism to explain how everyday practices of Russian émigrés are interpreted in Georgia’s anti-colonial framework, highlighting the fragile balance between cooperation, invisibility, and confrontation in Tbilisi’s contested civic space.

 

Dr. Sofia Gavrilova 

 

Seminar September 9: Military-Patriotic Education in Russia: Legitimation, Gender and Power Relations

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 RUCARR seminar with Jonna Alava

Jonna Alava is a PhD Candidate within the Doctoral Programme in Political, Societal and Regional Change at Helsinki University.

Time: September 9th, 15.15-17.00

Place: NI:C0315 (Niagara) or via Zoom: https://mau-se.zoom.us/j/66035667644

Abstract: 

The military-patriotic education of children and young people in Russia began during Vladimir Putin’s first presidential term in 2000. After the onset of the war against Ukraine, the education underwent a significant shift, expanding to encompass virtually every citizen. Today, it is one of the Kremlin’s top priorities, extending from kindergartens to universities. Propagandistic school curricula and numerous patriotic youth organizations aim to raise “warrior-citizens” loyal to the Kremlin, who perceive war as part of everyday life and are prepared to sacrifice themselves. Drawing on my doctoral dissertation, this lecture examines the legitimation, content, implementation, successes, failures, and resistance surrounding military-patriotic education, as well as the gender roles it constructs.

Seminar June 3: Parliamentary Buildings as Contested Spaces in Georgia and Ukraine: Power, Protest, and Legitimacy from the Soviet Era to Post-Independence

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Parliamentary Buildings as Contested Spaces in Georgia and Ukraine: Power, Protest, and Legitimacy from the Soviet Era to Post-Independence

 RUCARR seminar with Lika Kobeshavidze

Lika Kobeshavidze is a Georgian political writer and analytical journalist specialising in EU policy and regional security in Europe. She is currently based in Lund, Sweden, pursuing advanced studies in European Studies.

Time: 3 June, 15:15-17:00
Place: Seminar room 9th floor, Niagara or online https://mau-se.zoom.us/j/62245882436

 Abstract:

This thesis explores the changing symbolic meanings of parliamentary buildings in Georgia and Ukraine. It focuses on how these spaces evolved from symbols of Soviet authority to main sites of resistance and political struggle through protest movements. The study offers a comparative analysis of Georgia and Ukraine through six key events that illustrate the symbolic transformation of the parliament buildings: the Georgian language protests and the Helsinki Group movement during the late Soviet era (1978–1988), the independence movements of 1989–1991 in both countries; the Rose Revolution in Georgia (2003), and the Orange Revolution in Ukraine (2004). The thesis uses Most Similar Systems Design (MSSD) to compare Ukraine and Georgia, two countries that share a common Soviet past and similar experiences with mass protests, although the state response and course of the events differ in detail. The analysis focuses on Henri Lefebvre’s idea of space as socially produced and Pierre Bourdieu’s theory of symbolic power, combined with discourse analysis methods by Norman Fairclough and Teun van Dijk. These theoretical frameworks allow a detailed analysis of how the discourse of the population, the language of protest, and the collective perception influence the change in the symbolic meaning of these spaces. By focusing on both the discursive and physical aspects of protests, the thesis emphasizes that these buildings are more than administrative centers and that during specific events, they change their symbolic meaning through the discourse and actions of the protesters. 

 

RUCARR seminar “Resilient Voices: Women Educators in Conflict Zones and Their Role in Rebuilding Societies” with Iryna Halasa, May 27

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Resilient Voices: Women Educators in Conflict Zones and Their Role in Rebuilding Societies

Dr Iryna Halasa, Associate Professor at West Ukrainian National University and British Academy Fellow and visiting scholar at King’s College London

Time: 27th May, 15:15-17:00
Place: Seminar room 9th floor, Niagara or online https://mau-se.zoom.us/j/64991963211

 

Bio

Iryna Halasa is an Associate Professor at West Ukrainian National University. She is currently a British Academy Fellow and visiting scholar at King’s College London, where she is working on her project “Researcher in Conflict: Maintaining Neutrality Amid Personal and National Crisis”. Her research examines how war impacts academic positionality, neutrality, and voice, particularly in the fields of linguistics and communication studies. Dr Halasa earned her PhD in Philology from Ivan Franko National University of L’viv in 2011. She is also leading the project “Resilient Voices: Women Educators in Conflict Zones and Their Role in Rebuilding Societies”, which explores the experiences of female educators in war-affected regions, focusing on education, gender, sociolinguistics, and post-conflict reconstruction. She is the author of the 2025 book Making War Visible: Language as a Weapon During Russia’s Full-Scale Invasion of Ukraine, which analyzes how language is used strategically in wartime discourse. Her academic experience is supported by numerous international fellowships and internships in the USA, the UK, Sweden, Hungary, Poland, and other countries.

Abstract

Education is a fundamental pillar of societal resilience and recovery, particularly in conflict-affected regions where the destruction of infrastructure, forced displacement, and psychological trauma disrupt learning. In these crises, women educators play a crucial yet often unrecognized role in maintaining access to education, fostering community stability, and shaping the post-conflict reconstruction process. Our project seeks to explore and document the contributions of Ukrainian female teachers during the full-scale invasion by Russia, highlighting their resilience, challenges, and impact on rebuilding societies through education. The problem our research addresses is the position of Ukrainian women educators and their vital role in sustaining education, supporting students, and fostering societal resilience amid military, economic, and personal crises. Armed conflicts affect education systems, leaving teachers – especially women – to navigate extreme challenges such as displacement, trauma, lack of resources, and threats to personal and family safety, all while maintaining their professional and caregiving responsibilities

 This project aims to uncover how female teachers navigate the immense challenges of teaching in Ukraine during wartime, shedding light on the strategies they employ to sustain education and provide stability in times of upheaval. By examining their approaches – both formal and informal – we seek to understand how they adapt curricula, foster resilience, and offer crucial emotional support to students facing war trauma. Beyond immediate survival, the project explores how women’s dedication lays the groundwork for healing future generations and shapes post-war societies through education and mentorship.

Seminar with Sofya du Boulay, May 13th: Mythmaking, Mega-events, and Coercion: Autocratic Legitimation in Kazakhstan and Azerbaijan

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Mythmaking, Mega-events, and Coercion: Autocratic Legitimation in Kazakhstan and Azerbaijan
Dr. Sofya du Boulay

When? Tuesday 13th of May, 15:15-17:00
Where? Seminar room, 9th floor, Niagara or online: https://mau-se.zoom.us/j/64306600653

Abstract:

What constitutes legitimate order in modern autocracies? This research argues that the persistence of autocratic domination evolves beyond simple mechanisms of repression but represents a dynamic process of nurturing public consent and imitating socioeconomic progress. It explores why and how the autocratic regimes in Kazakhstan and Azerbaijan are remarkably resilient, despite domestic policy failures, mass protests, and suffocating geopolitical alliances. Drawing on comparative political analysis, this study analyses the stabilisation mechanisms of autocratic self-justification through three complementary sources: discourses, spectacles, and repression. Input discourses serve as a coherent body of political arguments, normalising official narratives about the suitability of existing authority structures and state-building processes. To maintain power, modern autocracies need to adapt to global norms and spectacles. Kazakhstan and Azerbaijan host mega-events to increase their international recognition, exercising a balancing act between inherent political vulnerability and stability. Mega-events satisfy elite ambitions to reinvent and promote national identity under increased media exposure. Coercion prevents the opposition from rebelling against those in power, ensuring regime survival once discourses and spectacles are unavailable as alternative sources of legitimation. Through document analysis and sixty expert interviews collected in Baku, Astana, and Almaty this work traces the evolution of regime practices, actors, and events involved in formulating the right to rule in Kazakhstan and Azerbaijan between 1991 and 2022.

Speaker:

Dr. Sofya du Boulay is an authoritarian politics scholar with a special interest in Central Asia and Caucasus, she is currently a visiting fellow at the University of Sussex. Published on politics of succession, legitimation, post-Soviet legacy in Communist and Post-Communist-Studies and Problems of Post-Communism. She has worked for various international organizations including the Norwegian Helsinki Committee, the UN Population Fund, and the UN Economic Commission for Europe and is passionate about research community building: USTA Mentorship Program

 

Seminar with Ángel Torres-Adán: Language or ideology? Studying the sources of the ethnic gap in geopolitical preferences in the Association Agreement countries. Evidence from Georgia (2015-2021), March 25

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When? March 25th, 15:15-17:00

Where? Seminar room 9th floor, Niagara or online: https://mau-se.zoom.us/j/65864362451

Speaker: Ángel Torres-Adán

Ángel Torres-Adán is a research fellow at the Institute for Sociology of the Slovak Academy of Sciences in Bratislava. He recently completed a Ph.D in Politics, Policies and International Relations (Universitat Autònoma de Barcelona). He also hold a Bachelor’s degree in Geography (Universidad de Castilla-la Mancha) and a Master’s degree in International Politics (Universidad Complutense de Madrid). His research is focused on individual geopolitical preferences in post-Soviet Europe.

Abstract:

The existence of differences in geopolitical preferences between the titular nationalities and ethnic minorities has been thoroughly documented for the Association Agreement countries and other post-Soviet states. This paper goes beyond simply identifying the existence of this “ethnic gap” in geopolitical preferences, by also testing some of the common theories that try to explain it. To do so, I use different regression analyses based on survey data from Georgia (2015–2021). The results of a first multivariate analysis that aims to explain the ethnic gap show that the linguistic differences between the titular nationalities and the ethnic groups explain a higher percentage of the gap in support for the EU than differences related to ideology, values, and information. Furthermore, a second analysis that divides the sample into different ethnic groups reveals that certain variables influence the geopolitical preferences of members of the titular nationalities and members of each of the studied ethnic minorities in different ways.

Welcome!