Creating capacities for peacebuilding citizenship: history and social studies curricula in Bangladesh,Canada, Colombia,and México

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.     

Informing Grassroots Development: The 1994–1995 Peacebuilding Experience in Northern Ghana

Non-governmental organisations (NGOs) focused on poverty alleviation play a central role in responding to conflict situations and initiating peacebuilding activities. Following the 1994–1995 conflict in Northern Ghana, development NGOs coordinated a largely effective grassroots peacebuilding effort. However, insights gained from peacebuilding activities have not informed ongoing development efforts, which continue to propose ‘top-down’ strategies. By examining the strengths and limitations of the peace process in Ghana, this article suggests development NGOs apply the grassroots strategies they used for peacebuilding to their ongoing development activities. This analysis is based on data drawn from archival research as well as field interviews with 21 representatives of the state and NGOs, and community and religious leaders.     

Losing ground: a critical analysis of teachers’ agency for peacebuilding education in Sri Lanka

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.     

Refugee youth in settlement,schooling, and social action: reviewing current research through a transnational lens

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.     

Teachers’ perspectives on educating for peace in Bosnia and Herzegovina

What does it mean to educate for peace after witnessing one’s community being devastated by war? And what impact, if any, does educating for peace have amidst the complexity of post-war reconstruction? To explore these questions, a phenomenological study was conducted in Bosnia and Herzegovina in 2012 with eight ethnically diverse educators who participated in a programme of Education for Peace (EFP) which began a decade earlier in the cities of Sarajevo, Mostar, Banja Luka and Zenica. Through semi-structured interviews, the study (1) explores meanings and experiences associated by participants with their role as post-conflict peace educators, (2) examines the extent and limits of their sense of peacebuilding agency and (3) elicits evaluations of the longer term impacts of educating for peace in the Bosnian context. The study finds that meanings associated with educating for peace are nuanced by educators’ personal histories of conflict, professional identities and the country’s wider socio-political dynamics. Benefits, risks and challenges stemming from peace education engagement are found in four domains (personal, social, educational and political). Conclusions recommend greater focus to the subjectivities of teachers in conflict-affected contexts as a key site for evaluating peacebuilding impact, for revising theories of change and improving planning and provision.     

Towards agonistic peacebuilding? Exploring the antagonism–agonism nexus in the Middle East Peace process

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.     

Women’s experiences of peacebuilding in violence-affected communities in Kenya

Despite the attention to gender and conflict in empirical positivist peace research, and the interest in local agency in recent peacebuilding literature, women’s understandings and lived experiences of peacebuilding are not necessarily well accounted for. This article, drawing on interviews, focus groups and observation research with 57 female victims/survivors of post-election violence in Kenya, provides an ethnographic study of women’s largely informal peacebuilding activities, ranging from mediation and dialogue to economic empowerment. It analyses women’s constructions and ways of making sense of being peacebuilders, demonstrating that, while participants employed dominant gender frames, they exerted considerable transformative agency in their communities. It argues that their ‘gendered responsibility for peace’ at community level is simultaneously empowering and disempowering. The research aims to increase understanding of the gendered nature of peacebuilding and the ways in which women exercise peacebuilding agency through a focus on their own voices and lived experiences.     

Conflict Transformation and Civil Society: The Case of Nagorno-Karabakh

If Armenian and Azerbaijani negotiators ever agree on the future status of Nagorno-Karabakh, it will not necessarily resolve the long-running conflict, because any peace treaty would require the consent of the Karabakh Armenians, whose political representatives are currently excluded from peace negotiations. It is difficult to imagine the Karabakh Armenians consenting to such a treaty without a change in their perception of the Azerbaijanis. According to the theory of conflict transformation/peacebuilding, Nagorno-Karabakh’s civil society should be able to make a contribution to this change. Using the example of four Nagorno-Karabakh civil society organisations, this study shows how they positively or negatively influence conflict transformation.     

Learning peace (and conflict): the role of primary learning materials in peacebuilding in post-war Afghanistan,South Sudan and Sri Lanka

Post-war education is usually considered a positive contributor to peacebuilding; however, it can also reinforce divisive perspectives. Textbooks and learning materials can be instrumental in maintaining or exacerbating existing inequalities. This paper uses case study literature reviews of Afghanistan, South Sudan and Sri Lanka to explore the ways in which primary learning materials extend existing challenges of post-war education and potentially create new ones. An analysis of the literature on learning materials from these countries reveals that textbook development and uses are intertwined with larger national and international political and social power structures. We draw from Bourdieu and Giroux to consider how learning materials contribute to the reproduction of cultures of hostility, violence, divisiveness and silence or to transformatory cultures of peacebuilding, inclusivity and critical thought. Our resulting conceptual lens highlights how education can take on the role of being a victim, accomplice or transformer of conflict – roles that are often overlapping. Each case study country is taking steps towards peacebuilding through their primary learning materials; however, there are many elements of the textbook design, development, production and distribution process in each country that also reinforce contributing factors for conflict.     

Peacebuilding think tanks,Indian foreign policy and the Kashmir conflict

Abstract

Foreign policy making in India is typically viewed as highly centralised and dominated by the Prime Minister’s Office and bureaucracy. Yet in 2004, the Congress-Party-led United Progressive Alliance government launched a Composite Dialogue with Pakistan which included a place for Indian think tanks in the Kashmir dispute. We suggest that as India liberalised its economy amidst domestic political upheaval, think tanks were given greater access to domestic and foreign funding and adopted new roles in foreign policy making. In the case of the Kashmir conflict, peacebuilding think tanks were encouraged by the government to engage in cross-border activities that would build constituencies for peace with Pakistan and promote economic cooperation as an incentive for peace. While the government aimed to depoliticise the conflict, these think tanks used this opportunity to draw attention to marginalised perspectives and issues. Peacebuilding think tanks nonetheless faced significant challenges in shaping the peace process because of structural constraints regarding access to resources and lack of autonomy to further their agendas. This reflected resistance within the state to depoliticising a conflict that has long been India’s central national security issue.     

Movement decision-making in violence prevention and peace practices

Studying parallels between movement behaviour and violent actions can help understand interdisciplinary possibilities for prevention, intervention, mediation and post-conflict healing. This article explores the role of unconscious and conscious movement decision-making in violent/peaceful interactions. Thematic analysis of interviews was conducted with trainers in dance/movement peace practices working in fourteen countries. The doctoral research sociologically analysed shared beliefs and a framework that was previously applied to work in schools, expanding its potential for new settings and peace contexts. The framework illustrates five stages of decision-making (Flow/Tension, Attention, Intention, Action and Reflection/Evaluation) based on Warren Lamb’s and Rudolph Laban’s systems of movement analysis. Flow/Tension refers to physiological responses to conflict and the regulation of tension, discomfort and breath. Attention involves the development of spatial awareness and awareness of our immediate environment. The Intention stage fosters the capacity for self-evaluation, assertively addressing needs and mitigating ethical pressure. The Action stage involves understanding impulses, commitment and non-action. Reflection/Evaluation promote reflexivity in practitioners and participants and a dynamic evaluation of peace practices. By analysing contributions of dance/movement to peacebuilding, this article introduces a much-needed focus on the body in conflict and inform interpersonal and intergroup conflict interventions by educators, therapists and peace practitioners of all fields.     

Building peace through education

ABSTRACT

Can we pave the way to world peace through education of the next generation? This paper focuses on how teaching social and emotional learning (SEL) skills in schools could promote the positive development of children and youth so that they can choose prosocial, nonviolent ways of building relationships with others. First, research on how belonging and fairness develop early in life is briefly reviewed. Then the authors introduce SEL and the research supporting its impact, and explain how it can be supported through various strategies in the classroom, including programs, teacher–student relationships, cooperative learning, approaches to discipline, and solving problems and dealing with conflict peacefully. Building peace by promoting social and emotional development through education offers hope for future generations.     

Discussing conflict in contemporary China

The research suggests there is a gap in the peace studies and conflict resolution literature, with little representation or understanding of Chinese perspectives. In a project to address this gap, the researchers conducted interviews individually with 30 participants identified as ‘ emerging leaders’, who came from diverse universities and parts of the Peoples’ Republic of China. This paper reports on the language used by young emerging leaders to talk about conflict, the main concepts that were discussed and what meanings may be communicated in the context of contemporary China. The research method was developed in collaboration with Chinese academics, was elicitive and dialogic, used context-grounded vignettes of conflict scenarios and aimed to build a foundation for deepening dialogue and engagement. The findings are important theoretically for a more inclusive peace and conflict studies literature and have practical implications for the way in which relationships with China may best be approached.     

Introduction: Unfolding transrational potential

ABSTRACT

This 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.     

Economic Assistance to Peacebuilding and Reconciliation Community-Based Projects in Northern Ireland and the Border Counties: Challenges,Opportunities and Evolution

The International Fund for Ireland and the European Union (EU) Peace III Fund have provided external economic resources to local community projects in Northern Ireland and the Border region to support intercommunal relations, community development, economic development, peacebuilding and reconciliation. The British and Irish governments, the EU, and the USA see the economic aid as their commitment to support the peace process, nurture the local voluntary sector, and build the peace dividend. The research findings demonstrate that the reality on the ground is more complex. Some believe that the economic assistance has created employment opportunities, built capacity, and localized peacebuilding knowledge. Others are more sceptical and perceive that the aid has created dependency, facilitated a competitive milieu, and has not transformed relationships in a sectarian environment.     

A Hybrid Peace through Locally Owned and Externally Financed ssr–ddr in Rwanda?

This article aims to critically examine Rwanda's security sector reform and disarmament, demobilisation and reintegration (ssr–ddr) process through a theoretical framework outlining four different models of peace processes in order to identify the sort of peace that can emerge from Rwanda's ssr–ddr approach. The author analyses how the Rwandan government has managed to keep the process ‘locally’ owned, while largely financed by external actors, despite strong criticism of its apparent lack of democratisation. The ‘genocide credit’, the Rwandan government's preference for national, rather than international solutions and its recent troop contribution to peacebuilding operations in the region are identified as the main reasons for this development. The paper argues that the peace emanating from the ssr–ddr process may be considered a hybrid form of state formation and state building, because of the local agency's preference for security and stability while simultaneously enjoying financial and technocratic support for its ‘liberal’ peacebuilding actions in the region.     

The everyday peace project: an innovative approach to peace pedagogy

A critical task for peace pedagogy is to challenge views of peace as primarily responses to declared war. Crisis-based politics tend to focus on exceptional situations and fail to capture the entire spectrum of violence. Premised on the idea that peace cannot be understood in isolation of larger structural problems, this paper proposes the concept of ‘everyday peace’ as a framework for peace education. Drawing from a pedagogical initiative, we examine how students engage with the concept of everyday peace and present our findings in three related domains: (1) definition of everyday peace, (2) application of everyday peace principles and (3) role of collaboration in everyday peace approaches. Our analysis underscored two important themes in participants’ definitions of everyday peace: (1) peace as a value-based praxis and (2) individual-level and systemic components of everyday peace. Applying these principles to a violent event in the local community, participant responses emphasized compassion, cultures of peace and the need to draw reflexive, meaningful connections between local and global contexts. The participants also outlined the synergistic role of collaboration in everyday peacebuilding. We discuss our findings in relation to extant research and consider implications of an everyday peace framework for holistic peace education.     

Space,discourse and environmental peacebuilding

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.     

Integrating subjectivities of power and violence in peacebuilding analysis

Abstract

Over the last 20 years the local domain has gained widespread attention in the analysis of peacebuilding. While this debate has contributed to an important review of many assumptions underlying peacebuilding practice and analysis, the subjective domain of peacebuilding – how actors experience and make sense of these transformations – still needs to be more methodically explored. In particular, while different narratives of peace have been analysed in this literature, much more rarely has there been a systematic discussion linking peace with power and violence and the different understandings and experiences around these two concepts. In this article I argue that integrating violence and power more systematically in the local turn and exploring their subjective domain can greatly benefit this debate, including by contributing to the elaboration of conceptual and theoretical tools more aligned with Southern epistemologies.