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.     

Political Evangelism

In 2000, UN Security Council Resolution 1325 called for the increased participation of women in formal political processes surrounding violent conflict. However, worldwide, women continue to be a minority in formal politics, particularly in situations of armed violence. Contrary to this trend, women have played an influential role in the Casamance peace process in southern Senegal, where a rebel movement has been fighting for independence since 1982. This article assesses the methodology, constraints and, most importantly, the gendered opportunity structures surrounding the women's peace movement in Casamance. It demonstrates how women participate in the politics of war and peace through an astute manipulation of gendered platforms and a judicious reading of political context, thus propelling their voices into the formal political arena. This case study highlights practical and local approaches to political participation that may be relevant to women around the world.     

Museums for peace: agents and instruments of peace education

Although museums for peace claim peace education to be a primary mission, their definitions of ‘peace’ and their aims and practices for peace education vary widely. In this article, we draw from the field of critical museology and the knowledge construction perspective to understand the role of museums for peace in the service of peace education. From the constructivist viewpoint, the museums’ narratives are not objective or historical truths. Rather they are the museum designers’ constructed interpretations of the events, people, and places that are memorialized. The museums’ exhibits, narratives, and programs reflect a wide range of definitions of peace including some which conflict and contradict each other. The variations in defining peace contribute to differences in how the museums view and exercise their role in educating for peace. From this analysis, we observe how contemporary museums for peace can play a significant role in peace education by raising awareness about multiple definitions of peace and by enabling audiences to reflect on, discuss and participate in deliberated paths toward personal peace and cultures of peace.     

Conflict resolution classrooms to careers: an emergent theory of change with implications for a strategy in peace education

Peace education provides for the development of knowledge, skills, and dispositions appropriate to effective peacebuilding. Therefore, the development of curriculum in degree programs which builds bridges by which students in conflict resolution/peace studies classrooms may cross over to the field of conflict transformation and peacebuilding may properly be thought of as within the sphere of peace education. This paper describes an emerging theory of change in the context of the peace education offered by a graduate and undergraduate program of conflict resolution. It is argued that employability exists at the nexus of student skills and attributes, and the demands of a labor market which a partnership between experienced practitioners and academics has a responsibility to inform and shape through outreach, education, practice, evaluation, research, and publication.     

Peace Building in Violent Conflict: Israeli-Palestinian Post-Oslo People-to-People Activities

This article deals with peace-building activities in the context of the intractable conflict between Israelis and Palestinians. Scores of people-to-people projects were conducted after the September 1993 signing of the Oslo peace accords, but these projects did not seem to prevent the collapse of the peace process and the re-emergence of severe violence between the sides in late September 2000. However, evidence from the field indicates that peace-building activities are still continuing. This article will describe peace-building activities both before and after September 2000, discuss their effectiveness, and define their relevance in the ongoing violent conflict between the sides.     

To address or not to address the violent past in the classroom? That is the question in Côte d’Ivoire

In the aftermath of violent conflict, divided societies have to answer the important question of whether, when and how to address their country’s violent past within their educational system. Whereas some scholars within the field of peace education and transitional justice argue that addressing the violent past in the classroom is important for fostering mutual understanding and empathy among future generations in order to prevent conflict recurrence, other scholars are more sceptical about the need and feasibility of addressing the violent past in schools. They emphasize the possible negative impact in terms of increased tensions within schools and within society more generally. The current paper makes an important empirical contribution to this debate by analysing the views and perceptions on this matter of 984 secondary school teachers in Abidjan, the largest city and de facto capital of Côte d’Ivoire – a country that was recently torn apart by ethnic strife and violent conflict. It emerges that while so far most teachers have shied away from addressing their country’s conflict history in class, it also appeared that many of the teachers were actually in favour of breaking this culture of silence.     

Towards UN counter-terrorism operations?

The United Nations (UN) peacekeeping operation in Mali (MINUSMA) has become among the deadliest in UN history, suffering from attacks by violent extremists and terrorists. There are strong calls to give UN peacekeeping operations more robust mandates and equip them with the necessary capabilities, guidelines and training to be able to take on limited stabilisation and counter-terrorism tasks. This article conceptually develops UN counter-terrorism operations as a heuristic device, and compares this with the mandate and practices of MINUSMA. It examines the related implications of this development, and concludes that while there may be good practical as well as short-term political reasons for moving in this direction, the shift towards UN counter-terrorism operations will undermine the UN’s international legitimacy, its role as an impartial conflict arbiter, and its tools in the peace and security toolbox more broadly, such as UN peacekeeping operations and special political missions.     

Support for Palestinians among Jewish Americans: the importance of education and contact

The violent and protracted Israeli–Palestinian conflict continues, and Jewish Americans play a significant role in influencing related US foreign policy as well as in promoting positive interactions with Palestinians globally. Diaspora populations have played an important role in international peace processes and American Jews are actively involved in peace efforts for Palestinian human rights. Previous research indicates a relationship between views about Israel, knowing Palestinian narratives, and promoting peace processes. Thus, the attitudes and experiences that Jewish Americans have are important to understand and predicting their support for Palestinians. An online internet survey distributed to Jewish listservs (n = 173) measured variables of gender, age, political views, Jewish socialization, family and own attitudes about Israel, courses on the conflict, and having been to the West Bank. Results indicated younger, more liberal Jewish Americans who had taken courses and been to the West Bank predicted more support for Palestinians. Implications for future research and education as an important process in moving the peace process forward both through interpersonal relationships and public policy efforts are discussed.     

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.     

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.     

Humanitarian interventions and the media: broadcasting against ethnic hate

Humanitarian interventions routinely come with media components, because of the media’s assumed ability to counter hate and support reconciliation. Radio programmes for peace should enable audiences to withstand manipulation and react non-violently in conflict situations. Based in the ideological tradition of modernisation theory, these programmes assume that violent conflict can be overcome by educating individuals. Based on original data from South Sudan, this paper argues that social structure and duty to leaders play a bigger role and that present media interventions are ill suited to the problem. Interventions need to be tailored to the situation instead of relying on generalised responses.     

A tale of three bridges: agency and agonism in peace building

This article explores agonistic processes of peace, which are situated within and constitutive of different spaces and places. Three contested cities, Sarajevo, Mostar and Vi?egrad in Bosnia-Herzegovina, provide us with local sites where peace and peace building in various forms ‘take place’ as people come together in collective action. Through a close reading of three symbolically and materially important bridges in the towns, we reveal meaning-making processes, as agentive subjects struggle around competing claims in the post-conflict everyday world. The collective, situated and fleeting agency that we explore through the Arendtian notion of ‘space of appearance’ invests space with meaning, belonging and identity. Thus, this article grapples with agonistic peace as it manifests itself in materiality and spatial practices. We use the social and material spaces of the city to locate agency and agonism in peace building as they relate to the conflict legacy in Mostar, Vi?egrad and Sarajevo in order to advance the critical peace research agenda.     

Investing in peace: foreign direct investment as economic restoration in Sierra Leone?

In peace-building and transitional justice literature economic restoration is considered central to sustainable peace in post-conflict societies. However, it is also widely recognised that many post-conflict states cannot afford mechanisms to provide restoration. Not only are many such states poor to begin with, but violent conflict further degrades their economic capacity. As a result, in their need to provide jobs, generate tax revenues, spur development and promote sustainable peace, many post-conflict states turn to alternative processes of economic restoration. This paper examines the potential for foreign direct investment (FDI) to serve as one alternative means by which to provide economic restoration in post-conflict states. Presenting findings from six months of fieldwork evaluating one such project in rural Sierra Leone, the paper describes how local people experience such projects and explores whether employment and land-lease payments can provide experiences of economic restoration so far unforthcoming from the state.     

The Nagorno-Karabakh conflict in the context of South Caucasus regional security issues: An Armenian perspective†

For more than a quarter-century, the Nagorno-Karabakh conflict has been one of the most important factors influencing the political map of the South Caucasus. On 12 May 1994, Nagorno-Karabakh, Armenia, and Azerbaijan signed a cease-fire agreement that ended military operations in the conflict zone and has been observed until recently. Negotiations for a peaceful settlement have been underway within the framework of the Organization for Security and Co-operation in Europe Minsk Group co-chaired by the USA, Russia, and France since 1992, but society and the elite in Armenia, Nagorno-Karabakh, and Azerbaijan remain largely unprepared for compromise. Considering the settlement process a zero-sum game, they have generally accused one another of escalating the conflict and of a lack of willingness to restore peace. Other countries and international organizations involved in the negotiations do not share a vision of the future and frequently pursue their own interests. Accordingly, the Karabakh conflict could remain unresolved for decades more. The aim of the paper is a general assessment of the current stage and dynamic of this conflict and the impact of new trends and old obstacles on the prospects for further settlement.     

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.     

Can elite corruption be a legitimate Machiavellian tool in an unruly world? The case of post-conflict Cambodia

Elite corruption may have a significant role in ending conflicts and shaping post-conflict development. This article enquires into the legitimacy accorded to such corruption. It reviews literature on post-conflict Cambodia, seeking evidence that academic commentaries, public opinion or elites themselves regard elite corruption as a legitimate Machiavellian tool for achieving other ends. Corruption has been an element of the style of government adopted by the dominant party in Cambodia, shaping both the achievement of peace and the uneven economic development that followed. Academic commentaries provide some implicit and explicit legitimation of corruption as a means to secure peace and to resist neoliberal policy settings by affording government discretionary resources and power. Meanwhile, public dissatisfaction with elite corruption appears to the most likely source of renewed violent conflict in Cambodia. How elite actors rationalise and legitimise corrupt behaviour remains poorly understood, and is deserving of more attention.     

Nagorny Karabakh conflict: prospects for conflict transformation

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.     

Con-/divergences between postcolonial and critical peace education: towards pedagogies of decolonization in peace education

This paper focuses on the limitations of the Eurocentric modernist framework that undergirds Freirean theory and critical pedagogy in relation to critical peace education, highlighting in particular the contributions of post-colonial and decolonial thinking. The paper posits that critical approaches to peace education need to consider these limitations in pushing critical peace education to engage more postcolonial and decolonial thinking. A renewal of critical peace education that integrates the critiques of both decolonial and postcolonial perspectives will provide productive possibilities for revitalizing the transformative orientation within critical peace education and decolonizing the work of research and pedagogical praxis in peace education. This means to evoke discourses and practices that move away from the dominant categories of Eurocentric thought and engage explicitly with the ways in which understandings and pedagogies of peace education are implicated in modernity and coloniality.     

Service-Seeking Behavior,Perceptions of Armed Actors,and Preferences Regarding Governance: Evidence from the Palestinian Territories

Armed non-state actors, such as Hezbollah and Hamas, are visibly engaged in providing social welfare in addition to participating in violence. A number of scholars have suggested that there is a relationship between service provision by terrorist organizations and support from service recipients, and have indicated that terrorist organizations use service provision strategically for this purpose. However, few studies have examined the experiences and opinions of service recipients themselves to understand if services do indeed influence populations' political loyalties and opinions regarding violent activities. Using data from more than 1,000 low to moderate income individuals in Palestine, this study seeks to understand if and how receiving services from a specific organization engenders loyalty to the organization, passive acceptance and/or favorable approval of the organizations' violent activities, and the likelihood of participation in the organization's violent activities. This paper explores if and how provision of aid and “governance” services by armed non-state actors is correlated with various aspects of individuals' experiences of conflict, such as their opinions about the use of violence and various strategies for attaining peace, their fellow community members' likelihood to join armed groups and engage in fighting, and their preferences regarding state structure and legal system.     

Understanding regional peace and security: a framework for analysis1

The aim of this article is to build an analytical framework for understanding regional peace and security. Building on important insights from other theoretical approaches, it proposes that in order to comprehend the complexities of each regional cluster we have to account for: (a) agents of peace and security, (b) instruments of peace and security, (c) the security pattern, (d) the conflict pattern, (e) the positive peace pattern, and (f) the level of regional integration. Secondly, the article examines how these different components relate to each another. It introduces the concept of the ‘regional peace and security cluster’ (RPSC) and proposes that RPSCs can be classified as ‘regional fragmentations’, ‘regional coalitions’, ‘regional communities’ and ‘regional governmental polities’.