@article{GlawionLeNoan, author = {Glawion, Tim and Le Noan, Anne-Cl{\´e}mence}, title = {Rebel governance or governance in rebel territory? Extraction and services in Nd{\´e}l{\´e}, Central African republic}, series = {Small Wars \& Insurgencies}, volume = {34}, journal = {Small Wars \& Insurgencies}, number = {1}, doi = {10.1080/09592318.2022.2137282}, pages = {24 -- 51}, abstract = {Rebel governance assumes a symbiotic relationship between coercion and public goods provision. However, in the rebel-held town of Nd{\´e}l{\´e}, Central African Republic, we find that governance happens in rebel-held territory, but rarely by rebels. Rebels allowed other actors to provide services for the people only when this did not hinder rebels extracting political clout and economic benefit from the people and their lands. We show how rebels' extractive ambitions and governance discourses evolved during successive stages of rebellion through a diachronic comparison rooted in multimethod fieldwork from 2018 to 2022. We ask, why were rebel groups able to set up their rule, then rule for seven years, before ultimately losing power? Rebels evoked public goods at the onset of rebellion to justify the use of coercive means. After rebel rule was established, rebels outsourced public goods to international and state actors allowing for governance in rebel-held territory while focussing their own efforts on extraction. When their rule was challenged, rebels targeted governance actors and spaces in their territory in pursuit of economic gain and political dominance. Our findings call for a re-evaluation of existing rebel governance studies and the ways in which rebel groups are engaged with.}, language = {en} } @phdthesis{LeNoan, author = {Le Noan, Anne-Cl{\´e}mence}, title = {Changing the way social inequality in education is treated in France and Germany: Schule macht stark (2019) and Les contrats locaux d'accompagnement (2020) as contrasting examples of layering}, doi = {10.48462/opus4-6167}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1570-opus4-61674}, school = {Hertie School}, pages = {316}, abstract = {France and Germany are among the OECD countries where social origin most strongly affects educational achievement. While the structural causes of this phenomenon have been widely studied, the institutionalization of its policy treatment and the room for manoeuvre available to policymakers to bring change in these two contrasting education systems remain underexplored. This dissertation addresses this gap through a comparative analysis of two recent policies targeting schools in disadvantaged areas: Schule macht stark in Germany and les contrats locaux d'accompagnement in France. Drawing on process-tracing, the analysis of documents and 50 interviews, and grounded in neo-institutionalist theory, this research shows that these policies exemplify layering: strong veto players constrained policymakers to implement change through the addition of experimental initiatives rather than through reform of existing policies. These shifts affected policy orientations—toward greater efficiency in France and greater equity in Germany—policy instruments—via the strengthening of New Public Management—and governance levels—with the involvement of the federal tier in Germany. In France, changes were rapid but short-lived, marked by the political instrumentalization of experimentation. In Germany, they were slower but more enduring, supported by academic expertise. In both cases, broader initiatives—Conseil national de la refondation and the Startchancen-Programm—have continued these trajectories, illustrating the relevance of the layering approach.}, language = {en} }