共查询到20条相似文献，搜索用时 15 毫秒
1.
Reina C. Neufeldt Mary Lou Klassen John Danboyi Jessica Dyck Mugu Zakka Bako 《Third world quarterly》2020,41(7):1103-1121
ABSTRACTThe emphasis on local or hybrid efforts in peacebuilding literature brings front and centre the importance of being rooted within a particular context, with leadership and vision for social change and justice proffered by local actors. This is the same emphasis found in development literature and a necessary foundation for transformation. Scholars and practitioners nevertheless also note a role for outsiders in supporting local efforts (eg Lederach in 2005). Yet a significant challenge arises for outsiders, and to some extent local actors: how do you know what was tried or is underway that you might support or from which you might learn? This paper reports findings from a collaborative research project that examined the gap between the practice of peacebuilding locally and internationally available ‘knowledge’ via publications produced on local peacebuilding in Jos, Nigeria, between 2001 and 2008. It identifies a staggering gap between efforts and knowledge in the form of publications. The paper discusses the implications of the findings in terms of what it means for outsiders when thinking about helping resource local transformation efforts. 相似文献
2.
Kathy Bickmore Ahmed Salehin Kaderi Ángela Guerra-Sua 《Journal of Peace Education》2017,14(3):282-309
Public education is one influence on how young people learn to navigate social conflicts and to contribute to building democratic peace, including their sense of hope or powerlessness. Social studies curricula, in particular, introduce core concerns, geographies, governance and civil society, and participation skills and norms. History education narratives frame identity, (dis)trust or peaceful coexistence, and provide exemplars of how social conflicts and injustice have been handled in the past. To shed light on these peacebuilding and peace-blocking choices, this paper examines government-sanctioned social studies and history curricula in contrasting contexts of violent conflict and peace: Bangladesh, Colombia, México, and (Ontario) Canada. Our comparative analysis shows how these official curricula (de)normalize violence and militarism, present national identities as hegemonic/exclusive or plural/inclusive, and create opportunities for teaching/learning peacebuilding citizenship competencies such as conflict dialog, human rights awareness, and engagement in collective processes of civil society and governance. 相似文献
3.
Many contemporary conflicts are framed as antagonistic and difficult to resolve because of their zero-sum framing among the disputants. This article addresses the antagonism–agonism nexus and the political and contested nature of building peace. It has a three-fold aim: (1) to critically assess the interplay between constructive and destructive dynamics; (2) to analyse the circumstances under which conflict may move from antagonism to agonism; and (3) to advance the novel notion of agonistic peacebuilding. The Middle East Peace process is used as a critical case of intractable conflict to elucidate the enabling and restraining conditions for agonistic peacebuilding. 相似文献
4.
This article explores ‘peace days’ in English schools as a form of peace education. From a historical overview of academic discussions on peace education in the US and Great Britain since the First World War, we identify three key factors important for peace education: the political context, the place in which peace days occur and pedagogical imperatives of providing a certain narrative of the sources of violence in politics. Although contemporary militarism and neoliberalism reduce the terrains for peace studies in English schools, peace days allow teachers to carve out spaces for peace education. Peace days in Benfield School, Newcastle and Comberton Village College, Cambridgeshire, are considered as case studies. We conclude with reflections on the opportunities and limitations of this approach to peace education, and on how peace educators and activists could enlarge its reach. 相似文献
5.
Naim Kapucu 《国际公共行政管理杂志》2017,40(11):968-978
Curriculum mapping (CM) is an assessment tool used to articulate and revise an academic curriculum. Network of Schools of Public Policy, Affairs and Administration (NASPAA) accredited graduate programs in public policy, public affairs, and public administration are required to demonstrate a competency-based curriculum development and assessment methods. This article provides the rationale and approach used to generate a competency-based Master of Public Administration (MPA) curriculum and describes a systematic approach to incorporating program learning objectives, stakeholder engagement, competency development or revisions by faculty, into competency-based CM. The competency-based curriculum is relatively new for MPA programs. While there are many potential benefits and challenges, this article focuses on the utility of flexible mission-oriented curriculum design and its ability to link competencies to assessment strategies for MPA programs. 相似文献
6.
This paper aims to explore the agency of teachers for peacebuilding education in Sri Lanka through a critical multiscalar analysis of the interplay between context – education policies and governance – and agent – teachers as strategic political actors. It draws on two studies conducted in Sri Lanka in 2006 and 2011 to give insight into a changing context from conflict to post-conflict. While peace education and social cohesion were high on the political agendas before the official ending of the conflict, the need for a continuous and integral peace education approach seems to be losing political ground in present-day Sri Lanka. The paper seeks to contribute to the broader debate on the complex role of education and teachers in conflict and post-conflict situations. 相似文献
7.
Elena Van der Dussen Toukan 《Journal of Peace Education》2019,16(1):1-20
How do refugee youth engage in peacebuilding, civic participation, and social action through their educational experiences? This article draws from transnational frameworks, specifically Ajrun Appadurai’s notion of ‘imagined worlds’ with an emphasis on ethnoscapes as a framework through which to review literature on refugee young peoples’ involvement in peacebuilding, participation, and social action in schools, focusing particularly on experiences from countries of settlement outside of refugee camps. This study examines current literature on refugee youth schooling and social engagement along three main themes: the student, the school, and the wider society. Each section considers the implications of the scholarly literature in a transnational framework, identifying what transnational flows (i.e. people, capital, ideas, media, technology, etc.) and what imagined worlds are reflected in the literature. In conducting this analysis, I aim to dislodge peacebuilding education from spatially fixed contexts of ‘fragility’ that assigns a nation-state as the primary reference point of peace and conflict, to instead examine the transnational nature both of conflict and of the agency that displaced youth can mobilize to transform conflict through peacebuilding. 相似文献
8.
Hanne Tjersland 《Journal of Peace Education》2019,16(3):247-251
ABSTRACTThis article presents peace education as a process of unfolding potential for peace and conflict transformation. It discusses how the different contributions to this special issue respond to challenges posed by a transrational understanding of peace education that engages with productive tensions present in research and practice. In this sense, the article asks how transrational perspectives can contribute to further understand and engage with these tensions through embracing complexity, contradictions and paradoxes as a field of transformative potentials. Finally, the article presents the objective of this special issue as exploring diverse ways in which transrational perspectives inform peace education - and are informed by it - in the challenging endeavor to facilitate the unfolding of both personal and collective potentials available for peace and conflict transformation. 相似文献
9.
Canan Aslan Yasemin Karaman Kepenekci Bilge Nur Doğan Güldenoğlu Sedat Karagül 《Journal of Peace Education》2016,13(1):60-78
The purpose of this study is to reveal how the concept of peace is addressed in the national award-winning novels written for secondary school students within the Republic of Turkey. Data for this study was obtained from child and youth literature award organizations, associations and publishers within Turkey. Each group which was researched has been awarding literature prizes for at least five years. Books which were researched were chosen from the award lists from these organizations for the five-year period of 2009–2013. All of the books were utilized in the analyses and all books in this study were examined as written instruments. The data for this research was evaluated through qualitative research methodology using content analysis. For this research, the main category – peace – was analysed based on five sub-categories including; ‘having human rights’, ‘having cooperation, sharing and solidarity’, ‘not having prejudice and stereotypes’, ‘having conflict resolution’ and ‘being sensitive to the environment’. It can be said that award-winning children’s and adolescent novels are written in a way that is sensitive in terms of the ideas of peace and they have the qualities which can generate the ideas of peace in the hearts of children and adolescences Please check whether the abstract and keywords have been set correctly. 相似文献
10.
11.
AbstractOfficial figures claim that almost 3000 people were killed, and many more injured or displaced, in four days of rioting aimed at the Sikh population of Delhi in late October and early November 1984 following the assassination of Indira Gandhi. This article analyses the efforts made to address the human rights violations that occurred. It argues that as a divided democracy, India has struggled to do justice to the victims, despite multiple commissions of inquiry, compensation schemes and a prime ministerial apology. It argues that this has occurred not simply because of challenges commonly faced by democracies dealing with similar incidents, but also because of the particular problems faced in a context in which we see continuity of rule by a political elite allegedly implicated in the abuse and in which there is acute concern for the survival of a fragile divided polity. 相似文献
12.
Rowan Popplewell 《Third world quarterly》2019,40(1):129-146
Critics argue that liberal peacebuilding has resulted in the creation of a civil society populated with organisations that are artificial and externalised. These associations are contrasted with more locally-based groups that are considered to be more authentic and better able to build a hybrid peace that is emancipatory. At first glance, this characterisation appears to describe civil society in post-war Burundi, but on closer inspection a much more complex and interesting picture is revealed which challenges existing conceptualisations of post-conflict civil society. The paper finds that even associations that are deeply rooted in local communities are composites forged through their encounters with the global. Furthermore, this hybridity is not new. Rather it is the product of decades of prior hybridisation, raising important questions about the authenticity and legitimacy of these organisations and, ultimately, their ability to promote a peace that is transformative. 相似文献
13.
Oliver P. Richmond 《Third world quarterly》2020,41(2):207-227
Abstract1Recently there have been calls from policymakers around the world for practically engaged research to produce evidence-based policy for peace, security and development. Policymakers aim to align three types of methodological approaches to knowledge about peace, security and development in international order: methodological liberalism at state and international levels, aligned with ‘methodological everydayism’ in order to constrain methodological nationalism. Policy operates through broad forms of intervention, spanning military, governmental and developmental processes, which scholarship is expected to refine. Critical scholarship is sensitive about the subsequent ‘interventionary order’, often connecting methodological everydayism with global justice frameworks rather than methodological nationalism or liberalism.
Sir Philip Mitchell, later colonial governor of Uganda, Fiji, and Kenya, responded to Malinowski’s claims [that the British government needed the support of anthropologists] with great scepticism, emphatically expressing a preference for the ‘practical man’ rather than the scientist.2 相似文献
14.
Abdulkerim Sen 《Journal of Peace Education》2019,16(1):78-103
In response to the United Nation’s (UN) Decade for Human Rights Education initiative, the Turkish Ministry of National Education changed the title of citizenship education courses from ‘Citizenship Studies’ to ‘Citizenship and Human Rights Education’ in 1995. However, this curriculum reform was overshadowed by the rise to power of a political Islamist party. The secularist military toppled the first Islamist party-led government in the name of preserving the principle of laicism. Announced after the 1997 coup, the main textbook for the citizenship and human rights education course showed a profound influence of the militaristic discourses as evidenced by the negative depiction of the Kurdish people and political Islamists and the hagiographic portrayal of Atatürk and the army. By drawing on interviews with key informants, archival/public policy documentation and textbooks, this paper argues that the curriculum reform began with the participation in the UN initiative ended with the military’s instrumentalisation of the subject because it was launched with no recognition of Turkey’s human rights and democracy problems. 相似文献
15.
Sung Yong Lee 《Third world quarterly》2015,36(8):1437-1452
This article discusses the complex motivations underlying local resistance to externally led post-war peacebuilding programmes. In examining the land distribution process in post-war Cambodia it proposes a five-part typology of motivations for the resistance that frequently appears in the context of international post-conflict peacebuilding processes. The article also argues that a single campaign of resistance is likely to involve multiple actors with multiple motivations. 相似文献
16.
ABSTRACTThis paper draws on the theoretical lens of diffraction to conceptualize a new approach to transrational peace education theory and praxis in the post-2016 posttruth political era and Industry 4.0 economic period. The paper reviews foundational concepts and approaches from key founders of the field – Paulo Freire and Betty Reardon – before turning to two contemporary peace education scholars – Wolfgang Dietrich and Hilary Cremin – to investigate the contributions of recent scholarship toward diverse diffractive possibilities for transrational peace education. In this sense, diffraction offers pluralistic views and transformative possibilities for transrational peace education in varied contexts. Transrational peace education builds upon peace education to integrate affective and aesthetic perspectives into peace education theory and praxis. Before concluding, we offer some theoretical implications and pedagogic responses for scholars seeking to work at diffractive transrational intersections. The contribution of the paper is toward theorizing new perspectives for transrational peace education theory and praxis in the 21st century. 相似文献
17.
Mónica Hurtado Ángela Iranzo Dosdad Sergio Gómez Hernández 《Third world quarterly》2018,39(5):941-958
The article rethinks the relationship between human trafficking as organised crime and child recruitment as a war crime. After analysing the records of 132 cases of child and adolescent recruitment brought before Colombia’s ordinary justice system between 2008 and 2016, it became clear that the youngsters involved had performed activities both directly and indirectly related to the conflict, but also that they had been exploited and maltreated, with no control over their situation. Reassessment of the relationship between human trafficking and child recruitment could result in more effective justice for this population by shedding light on alternate ways to construct reparation and reintegration. 相似文献
18.
Tobias Ide 《Third world quarterly》2017,38(3):544-562
The concept of environmental peacebuilding is becoming increasingly prominent among peacebuilding scholars and practitioners. This study provides a brief overview about the various discussions contributing to our understanding of environmental peacebuilding and concludes that questions of space have hardly been explicitly considered in these debates. Drawing on discourse-analytic spatial theory, I discuss how the social construction of scale, place and boundaries are relevant for environmental peacebuilding processes and outcomes. This theoretical approach is then applied to the Good Water Neighbours project, which aims at improving the regional water situation and at building peace between Israelis, Palestinians and Jordanians. The results suggest that discursive constructions of space are important in facilitating, impeding or shaping environmental peacebuilding practices. Analyses of environmental peacebuilding, but also of peacebuilding more general, are therefore encouraged to draw more strongly on the findings of spatial theory. 相似文献
19.
The article explores the current stalemate in the Nagorny Karabakh conflict, and perspectives for conflict transformation. As the conflict has remained dormant for more than 20 years, the political systems of the countries engaged in the conflict have adjusted to the conflict situation. The conflict is often used by the political elites in order to legitimize their power, consolidate support, marginalize opponents, and neutralize democratizing pressures. Since the status quo serves the interests of the authorities, the ruling regimes do not have strong incentives to seek conflict resolution. In these conditions, conflict transformation approaches are considered a necessary means to deal with the conflict. Given that political elites have little incentive to implement such transformation, civil society actors come increasingly to the fore. Only through multitrack initiatives supported by civil society actors, we argue, can conflict transformation practices advance and subsequently bring peace to the region. 相似文献
20.
Anna Danielsson 《Third world quarterly》2020,41(7):1085-1102
AbstractIn light of the recent turn to ‘inclusivity’ in peacebuilding practice, this article problematises established ways of ‘doing critique’ in peacebuilding scholarship. Inclusivity refers to the building of peace as a situated and co-constituted process. This entails what can be termed a new epistemic commitment: the acknowledgement that peacebuilding as a dynamic and emergent phenomenon is also an epistemically co-constituted process. In the article, I make two arguments. First, the move towards inclusivity places currently dominant modes of scholarly critique at an impasse. Persistent ontological and epistemological binaries preclude a productive investigation and challenging of inclusivity projects and their epistemic commitment. Second, I argue that, by returning to historical conditions that were formative in the very emergence of the category of ‘the local’, the conceptual basis of an alternative mode of critique (re)appears. This alternative critical project allows for an analytical sensibility to peacebuilding as emergent and adaptive. It makes it possible to disentangle power relations as these emerge between different and possibly unexpected configurations of actors and knowledge claims in inclusivity projects. 相似文献