HGGS - Us and Them

Jun.-Prof. Dr. Rosa Lehmann (Heidelberg Center for Ibero American Studies, Heidelberg University) in conversation with Sinan Barış Yaşar (HGGS) In this episode, we explore the often-overlooked dimensions of energy transition projects with Jun.-Prof. Dr. Rosa Lehmann, Professor of Innovation and Sustainability in Ibero-America at the Heidelberg Center for Ibero-American Studies (HCIAS), Heidelberg University, where she is also affiliated with the Institute of Geography within the Faculty of Chemistry and Earth Sciences and the Heidelberg Center for the Environment (HCE). In addition, she served as a contributing professor in the 4EU+ Program, Collegio Futuro 2026. Drawing on years of interdisciplinary research, Prof. Lehmann demonstrates that the success of the energy transition depends not only on technological innovation, but also on questions of participation, justice, and governance. Throughout the conversation, Prof. Lehmann explains the concept of socio-spatial tensions, illustrating how renewable energy projects transform not only landscapes but also the relationships between people, institutions, and places. Drawing on case studies from Latin America, she examines recurring patterns of conflict surrounding renewable energy projects, including competing decision-making processes across political scales, the challenges of ensuring meaningful consultation with local communities, and the difficult balance between the urgent need for climate action and democratic participation. The discussion further explores how historical experiences, local identities, and longstanding relationships with particular territories shape the ways communities respond to renewable energy development. The episode also examines what constitutes a just energy transition. Prof. Lehmann discusses how different governance models, including community participation and energy cooperatives, can strengthen public acceptance by fostering a greater sense of ownership and inclusion. In addition, Prof. Lehmann argues that understanding the energy transition requires interdisciplinary collaboration that draws on perspectives from a wide range of disciplines. She concludes by reflecting on the importance of international academic collaboration and discusses how insights gained from Latin American experiences can contribute to ongoing debates on sustainability transitions in Germany and Europe. Join us in this episode as we explore why the energy transition is not only a technological transformation, but also a profoundly social and democratic process that challenges us to rethink questions of justice and participation! For Jun.-Prof. Dr. Rosa Lehmann’s Academic Profile: https://www.hcias.uni-heidelberg.de/en/about-us/people-a-z/rosa-lehmann  Timeline (00:00) Intro (00:24) Introducing Jun.-Prof. Dr. Rosa Lehmann and Her Academic Background (05:42) The Motivation behind Studying Energy Transition and Socio-Spatial Tensions (08:55) Renewable Energy Case Studies from Latin America (10:00) Recurring Patterns of Conflict (16:13) Degraded and Marginal Land (19:09) Just Energy Transition (21:50) Community Participation and Public Acceptance (24:55) What Makes Energy Transitions Projects in Latin America Different? (26:45) The Importance of Interdisciplinary Research (29:31) International Academic Collaboration (32:52) Current Research Projects and Future Directions (34:12) Outro Keywords Energy Transition, Socio-Spatial Tensions, Sustainability, Just Transition, Renewable Energy, Wind Energy, Solar Energy, Green Hydrogen, Climate Change, Environmental Justice, Political Ecology, Human Geography, Community Participation, Public Acceptance, Energy Cooperatives, Democratic Participation, Local Communities, Latin America, Interdisciplinary Research, Interdisciplinary Scholarship, Scholarly Conversations, Interdisciplinary Discussions, Interviews with Scholars, Academic Podcast, Scientific Podcast, Research Podcast, University Podcast

Prof. Dr. Richard Caplan (University of Oxford) in conversation with Sinan Barış Yaşar (HGGS) - How has the understanding of state sovereignty and the role of UN peacekeeping operations evolved over time? - What is the "Dilemma of Humanitarian Intervention" and how did it pave the way for the development of the Responsibility to Protect doctrine? - What are the most pressing challenges currently facing UN peacekeeping, and how can they be overcome? In this episode, we explore the complex and evolving landscape of international conflict management and UN peacekeeping, together with Prof. Dr. Richard Caplan, Professor of International Relations at the University of Oxford, who also delivered the keynote lecture at the HGGS Summer Forum 2025, "Us and Them." Prof. Caplan discusses the historical evolution of humanitarian intervention and raises critical questions about whether the international community’s framework for protecting vulnerable populations has truly lived up to its potential. Prof. Caplan traces the historical origins of humanitarian intervention, explaining how the UN Charter originally prohibited interference in the domestic affairs of sovereign states. He outlines how the 1992 crisis in Somalia marked a historic turning point, establishing a precedent in which the UN Security Council authorized the use of military force primarily for humanitarian purposes. Moving through subsequent catastrophic events, the discussion highlights the profound "dilemma of humanitarian intervention" articulated by former UN Secretary-General Kofi Annan. Prof. Caplan explains how this dilemma ultimately culminated in the global adoption of the Responsibility to Protect norm. The conversation also examines the structural challenges currently facing the United Nations, particularly the geopolitical interests of the Permanent Five members and the use of the veto power, which frequently prevents the organization fromresponding effectively to major crises. The discussion further explores the future of international peacekeeping in an increasingly fragile global environment characterized by rising nationalism, a retreat from multilateralism, and declining cooperation among the major powers. Prof. Caplan reflects on whether greater reliance on regional organizations could offer a way forward. He weighs the advantages of these organizations, including their long-term regional commitment, against significant challenges, such as limited resources and the risk of advancing localized political interests. Join us in this episode as we examine public policy, international law, and the ultimate future of global peacekeeping in an increasingly divided world! Timeline(00:00) Intro (00:24) Introducing Prof. Dr. Richard Caplan and His Academic Background (03:22) Working at the Interface of Public Policy and Scholarship (06:03) Historic Turning Point for UN Peacekeeping (11:55) Historical Shift in the Understanding of State Sovereignty (13:40) Kofi Annan’s "Dilemma of Humanitarian Intervention" (18:18) Geopolitics, Unseen Atrocities, and the Structural Limitations of the UN Veto (24:55) Geopolitical Shifts: Rising Nationalism, and the Value of Peacekeeping (29:45) Reimagining Peacekeeping: Can We Rely on Regional and Sub-Regional Organizations? (34:44) Personal Reflections: Oxford and Heidelberg (35:48) Outro KeywordsResponsibility to Protect, R2P, United Nations, UN Peacekeeping, International Relations, Conflict Management, Humanitarian Intervention, State Sovereignty, Somalia Intervention, Kofi Annan, Intervention Dilemma, UN Security Council, Veto Power, Mass Atrocities, Regional Organizations, Multilateralism, Geopolitics, University of Oxford, Academic Podcast. Note: This episode is a republished and revised version of one of our previous episodes, with adjustments made to enhance the sound quality and improve the overall flow of the conversation. Thank you very much for your understanding and continued support.

Alberto Carballo Soca (University of Havana) in conversation with Sinan Barış Yaşar (HGGS) - How do group dynamics, social identity, and educational inclusion shape our understanding of the “Us and Them” divide?- How do global inequalities influence access to and research on artificial intelligence?- What can policymakers and educators do to promote a more inclusive digital future? In this episode, we explore the intersections of educational psychology, digital education, and artificial intelligence literacy together with Alberto Carballo Soca from the Faculty of Psychology at the University of Havana, who was also one of the presenters at the HGGS Summer Forum 2025, “Us and Them.” Alberto Carballo Soca discusses how the dynamics of inclusion and exclusion that emerge in school groups can help us understand broader social divisions in the digital age and the growing importance of AI literacy in contemporary societies. Throughout the episode, we explore how social identities are formed within educational settings and how factors such as skin color,, academic achievement, and personal interests can influence acceptance, rejection, and belonging within groups. Building on these foundations, the discussion turns to the role of education in fostering inclusion and developing the social competencies necessary for participation and cooperation. Alberto Carballo Soca reflects on the importanceof teamwork, empathy, and belonging, arguing that schools play a crucial role in preparing individuals not only for professional life but also for active citizenship in societies. A central focus of the episode is AI literacy, a rapidly emerging field that seeks to equip individuals with the knowledge, skills, and critical awareness necessary to engage responsibly with artificial intelligence technologies. Drawing on his bibliometric research, Alberto Carballo Soca discusses how most AI literacy research is currently concentrated in the Global North, creating significant disparities between the Global North, the Global South, and the “Global Desert.” Finally, the discussion turns to the future of AI literacy and digital education. Alberto Carballo Soca argues that education remains the most important tool for reducing digital inequalities and ensuring that individuals can engage with AI technologies in informed, critical, and responsible ways. Join us in this episode as we explore how educational psychology, digital education, and AI literacy can help bridge the divide between “us” and “them” and contribute to a more inclusive digital future! Timeline(00:00) Intro(00:24) Introducing Alberto Carballo Soca and His Academic Background (02:51) From Group Dynamics to AI Literacy: Research Motivation and Academic Journey (07:26) Research Methods for Studying Group Dynamics in Schools (09:18) Individual and Collective Perspectives on Inclusion and Cooperation (12:43) Belonging, Motivation, and Participation in Group Activities (14:52) The Shift Towards Digital Education (20:37) Recommendations for Overcoming Challenges in Digital Education (22:45) Attitudes, Knowledge, and Skills for Using Artificial Intelligence (26:17) The Global North, the Global South, and the Global Desert in AI Literacy (29:34) Policy Recommendations for Improving AI Literacy (31:24) Personal Reflections: Running, Creativity, and Academic Life (32:57) Outro KeywordsAI Literacy, Artificial Intelligence, Digital Education, Educational Psychology, Group Cohesion, Social Identity Theory, Educational Inclusion, Digital Competence, Large Language Models, Global North, Global South, Global Desert, Educational Policy, Interdisciplinary Research, Bibliometric Analysis, Digital InequalityNote: This episode is a republished and revised version of one of our previous episodes, with adjustments made to enhance the sound quality and improve the overall flow of the conversation. Thank you very much for your understanding and continued support.