Hurdles to peace: a level-of-analysis approach to resolving Sudan’s civil wars

Why do some peace agreements end armed conflicts whereas others do not? Previous studies have primarily focused on the relation between warring parties and the provisions included in peace agreements. Prominent mediators, however, have emphasised the importance of stakeholders at various levels for the outcome of peace agreements. To match the experience of these negotiators we apply a level-of-analysis approach to examine the contextual circumstances under which peace agreements are concluded. While prominent within the causes of war literature, level-of-analysis approaches are surprisingly scant in research about conflict resolution. This article compares two Sudanese Peace Agreements: the Comprehensive Peace Agreement (2005) that ended the North–South war and led to the independence of South Sudan, and the Darfur Peace Agreement (2006) which failed to end fighting in Darfur. We find that factors at the local, national and international level explain the different outcomes of the two agreements. Hence, the two case studies illustrate the merit of employing a level-of-analysis approach to study the outcome of peace agreements. The main contribution of this article is that it presents a new theoretical framework to understand why some peace agreements terminate armed conflict whereas others do not.     

The muslim experience in the Balkan states, 1919‐1991

This article analyzes the effects of nationalizing policies of the state, processes of democratization, and uneven socio-economic development on the rise of Kurdish ethno-mobilization led by the PKK terrorist organization since the 1980s in Turkey. Three features of the Turkish modernization context are identified as conducive for the rise and continuation of Kurdish ethno-mobilization: a) a nation-building autocratic state that resisted granting cultural rights and recognition for the Kurds; b) democratization with the exclusion of ethnic politics and rights; c) economic regional inequality that coincided with the regional distribution of the Kurdish population. It is argued that autocratic policies of the state during nation-building accompanied the development of an illiberal democracy and intolerance for cultural pluralism. These aspects of Turkish democracy seem to be incompatible with both the liberal and consociational models of democracy that accommodate ethnicity within multiculturalism.     

The real deal? The post-conflict constitution as a peace agreement

Abstract

When intra-state armed conflicts end through a negotiated settlement, the conflict parties frequently agree to amend or replace the country’s constitution. Their aim is to entrench the settlement, address the conflict incompatibility, reform institutions and take other measures to prevent a recurrence of violence. This article argues that post-conflict constitutions (PCCs) should be understood as peace agreements. It motivates this argument on conceptual, functional and legal grounds. It demonstrates that PCCs comply with conventional definitions of a peace agreement, are an intrinsic component of the conflict resolution process and have a range of peace maintenance functions. As supreme law, they become the definitive peace agreement. Research on peace durability following negotiated settlements should therefore focus not only on comprehensive peace agreements (CPAs) but also on PCCs. PCCs should be conceived not as mere components of CPA implementation but as substantive political and legal agreements in their own right and as independent causes of peace.     

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.     

Education for territorial peace in Colombia: what role for transrational peace?

ABSTRACT

In this article, we present the idea of a territorial peace and explore it in the context of Colombia. We locate our investigation in peace education, particularly in Colombia’s Catedra de Paz, and explore the adaptations and application of the iPEACES programme (originally the iPEACE programme, developed by one of the authors with Bevington in 2017) as a possible way of contributing to sustaining the plurality of many peaces in this and other contexts. We outline the Innsbruck school’s many peaces approach and Elicitive Conflict Mapping (ECM) framework in order to show how they contributed to developing the iPEACES programme – which is responsive to territorial peace in the Colombian context. We end by presenting limited findings from four surveys with teachers in Colombia who attended a taster day for the iPEACES programme in 2018. We discuss their contributions and perspectives, and the ways in which we feel the iPEACES programme might be taken up more widely in schools in Colombia and elsewhere.     

Shared History Project: A PRIME Example of Peace-Building Under Fire

Minimal peace building during a violent conflict is suggested as a strategy for future post-conflict peace processes. This paper describes a process of five workshops in which Palestinian and Jewish-Israeli teachers developed a joint school textbook of two narratives (an Israeli and a Palestinian) in regard to three dates in their mutual conflict: the Balfour Declaration, the 1948 war and the 1987 Intifada. The teachers developed these two narratives to be taught in their classrooms. All these activities took place under severe conditions of asymmetry of power relations of occupation (of the Palestinians) and of suicide bombers (against Israelis) throughout the project. The Two-State solution requires in our view textbooks of two narratives, so students learn to respect the narrative of the Other.     

The Polish–Lithuanian borderlands,past and present: multicultural versus decolonial responses to local and state violence

This article presents the case of the Suwa?ki Triangle region on the current Polish–Lithuanian border to demonstrate how local activists developed a “multicultural” interpretation of social relations to counter previously dominant nationalist narratives. It then contrasts this interpretation with a “decoloniality” framework to illustrate the limits of the multicultural approach. Decoloniality, developed by Walter Mignolo to theorize about Latin American historical experiences, finds continued hierarchies in the apparently plural social landscape, situates identity as a fluid response to these hierarchies, and privileges voices that are “delinked” from them. Decoloniality may explain the complex borderland identifications of the Suwa?ki Triangle – and potentially other territorialized communities – better than multiculturalism.     

Shining light into dark shadows of violence and learned helplessness: peace education in South Korean schools

The paper illustrates how a culture of violence is perpetuated and reproduced in South Korea through schooling and argues that peace education could help transform a culture of violence to a culture of peace. Critical ethnographic methods and a framework of peace education were applied to a sample of secondary schools in South Korea to argue that a disturbing culture of violence and learned helplessness were present; this comprises themes of direct and indirect violence through iljin (a group of students who are considered key perpetrators of school violence); a colonized false ideology and resistance to social justice. More positively, findings are also used to generate possibilities for pedagogical change based on peace education – an approach that proves useful both as an analytical frame for examining peace-violence relations in education and society and as an essential pedagogy for progressing towards peace in South Korean schools.     

Kosovo: Where It All Began

Kosovo, a largely ethnically Albanian province of the Serbian republic, played an important role in Yugoslavia's troubles in the last two decades of the twentieth century. Shortly after Tito's death in 1980, disturbances in Kosovo set the Albanians and the Serbs on a collision course and also polarized the country politically. Ironically, when Yugoslavia began to disintegrate in 1991, and as it fell into four years of warfare, Kosovo remained relatively calm. Only after the Dayton peace, in late 1995, did Kosovo's Albanians opt for a militant policy toward the Serbs. Meanwhile Serbs escalated their oppression of the local population. International diplomatic intervention failed to defuse tensions, and ultimately, NATO initiated military action to stop Serbia. NATO prevailed in the seventy-eight day engagement in 1999, while Kosovo acquired greater autonomy and was put under UN protection.     

New media and governance in conflict

The role of new media in shaping the interactions of formal and informal leaders with their audiences is frequently misunderstood and often narrowly focussed on electoral processes and political competition. By weaving together strands of scholarship on political communication and political settlement while engaging with concepts of hybrid governance and leadership more prevalent in the African studies literature, this article takes a different, wider focus. We attempt to knit a framework that challenges normative assumptions on institutional communicative practices and considers the role of power, leadership and communications in both exacerbating and mitigating violent conflict in emerging and consolidating democracies. By bringing together disparate strands of scholarship that are rarely in dialogue, we question a characterisation that contrasts vertical mainstream media with more horizontal and inclusive social media, arguing that a more nuanced view of the political significance of these spaces is required, one that highlights their interplay and blurs the boundaries between online and offline. In doing so, the article places power at the centre of analysis to examine how entrenched relations of patronage can be left unscathed, transformed or even reinforced by networked forms of communication.