Escaping the ‘Field Trap’: exploitation and the global politics of educational fieldwork in ‘conflict zones’

There is a growing global demand for Northern universities to provide fieldwork opportunities in ‘conflict zones’ to students in applied International Relations (peace and conflict studies, post-conflict studies, human rights, development and related fields). This demand is generated in macro-level or structural dynamics emerging from three sources: the hiring criteria of major international organisations, competition between universities for fee-paying students and the social commodification of ‘authentic’ or ‘real’ life experience. At the micro level these dynamics can manifest themselves in exploitative relations, two of which are explored here. First, substantial inequalities (or a ‘benefit gap’) may arise between student researchers and their research subjects. Second, student researchers may find themselves in extractive relations with their research subjects. These dynamics lead to a situation in which some of the world’s most vulnerable people are objectified as learning resources for students enrolled in (predominantly Northern) universities. The article argues that these dynamics are a problem of global politics, not just research ethics or pedagogy. It concludes with recommendations for reducing the potential for exploitation in educational fieldwork.     

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.     

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.     

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.     

Peace education in Israel: an educational goal in the test of reality

Peace education is considered a necessary element in establishing the social conditions required for promoting peace-making between rival parties. As such, it constitutes one of Israel’s state education goals, and would therefore be expected to have a significant place in Israel’s educational policy in general and in response to peace moves that have occurred during the Arab–Israeli conflict since the 1970s in particular. This article reviews the educational policy actually applied by Israel’s state education over the years as reflected in formal educational programs and school textbooks, and suggests that although some significant changes have taken place over time, there has been and still is a significant gap between the stated goal and the practice of peace education in Israel. Reasons for this disparity and its implications are discussed and possible directions are proposed for coping with this educational challenge.     

“C’est comme ça que cela pourrait recommencer” : L’épineuse question foncière au Burundi

In recent years, research on land conflicts in war-affected countries has seen a significant increase in the literature on conflict resolution. Land grabbing coupled with the return and repatriation of thousands of refugees and internally displaced persons (IDPs) after the end of civil wars constitute major challenges for peace and reconciliation in many African countries. Drawing on a case study of Burundi, one of Africa’s most densely populated countries, this article analyses the complex issues related to land conflicts. Burundi is currently facing thousands of land disputes following the return of refugees and IDPs stemming from the different politico-ethnic crises that this Great Lakes country has endured since independence. The current instrumentalization of the land issue by political entrepreneurs highlights the risks for the fragile peace and reconciliation process that Burundi has known in recent years if the land conflicts are not addressed in a sensitive and equitable manner.     

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.     

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.     

Analysing the subject of peace in award-winning children’s and adolescent novels in Turkey

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.     

Peace education and childhood

Peace studies and peace education are multifaceted processes focusing on diverse audiences from children in elementary grades to those involved in political negotiations at the highest levels. This paper addresses the foundational importance of including conflict embedded in adult-child relationships in peace education. It conceptually grounds assignments for university level courses designed to teach concepts linked to peace education through the vehicle of understanding violence against children. Such learning is designed to liberate students from the hegemony of adultism, the colonial relationship between adults and children and in turn to contribute to the advancement of peace education. Such pedagogy reflects the UN Convention on the Rights of the Child’s call for educational measures to protect and support children’s human dignity. Such an approach is especially relevant for peace education, as a large body of research across disciplines has provided substantial evidence of a significant relationship between childhood experiences of violence and subsequent juvenile and adult behavioral and social problems including conflict and violence. The approach and assignments described in this paper reflect insights about the use of narratives of childhood experiences, the etiology and effects of violence against children and the reproduction of conflict and violence across generations.     

The Karabakh conflict and Armenia’s failed transition

Despite its early promise, Armenia’s transition to democracy has stalled. The literature on post-Communist transitions ascribes this outcome to the autocratic preferences of its first generation of leaders, and particularly the country’s first president Levon Ter-Petrossian. I argue in this article that that literature depicts a profoundly distorted picture of the Armenian politics of the 1990s. The failure of Armenia’s transition was primarily due to the conflict in Nagorno-Karabakh and the political processes it set in motion.     

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.     

Empty schools and Silencios: pedagogical openings for memory-making in Colombia

This paper draws from Silencios – a photography series by the Colombian artist Juan Manuel Echavarría. Silencios comprises more than 120 portrayals of abandoned schools due to armed conflict in Los Montes de María, Colombia. Sharing Echeverría’s belief that ‘these chalkboards have lessons to tell us about war’, the author of this paper advocates for the pedagogical use of Silencios to promote and support memory works in Colombia. The present analysis acknowledges that hegemonic memories and narratives have a negative impact on conflict-affected societies due to their authoritarian and oppressive character.

Therefore, the pedagogical use of Silencios seeks to ignite multiple narratives and counterhegemonic memories that might emerge as the public interacts with the photography. The visuals, in this sense, become an educational opportunity to stimulate reflection and resistance against the monopoly of the past in a country that is currently emerging from conflict. In this paper, the abandoned schools are considered as memory sites, and as renewed learning spaces to stimulate reflections and debates upon the armed conflict. Silencios can contribute to peacebuilding efforts by bringing up the possibility to reconsider essentialist conceptions of peace, memory, and pedagogy, that might hinder potential venues for enduring peace in Colombia.     

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.     

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.     

Authority in rebel groups: identity,recognition and the struggle over legitimacy

This article asks how rebel leaders capture and lose legitimacy within their own movement. Analysing these complex and often uneasy relations between elites and grassroots of insurgency is important for understanding the success or failure of peace processes. This is because internal contestation over authority between rival rebel leaders can drive a movement’s external strategy. Based on ethnographic research on the Karen and Kachin rebellions in Myanmar and insights from Political Sociology, the article suggests that leadership authority is linked to social identification and the claim to recognition among insurgent grassroots. If rebel leaders manage to satisfy their grassroots’ claim to recognition, their insurgent orders are stable. Failing this, their authority erodes and is likely to be challenged. These findings contribute to understanding insurgency and peace negotiations in Myanmar and civil wars more generally by showing how struggles over legitimacy within rebel groups drive wider dynamics of war and peace.     

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.     

Pashtun Jirga and prospects of peace and conflict resolution in Pakistan’s ‘tribal’ frontier

ABSTRACT

There is growing recognition and appreciation of traditional approaches towards peace and conflict resolution across the world. This article aims to highlight the crucial role and consequential importance of traditional mechanisms of peace and conflict resolution in Pakistan’s terror-hit Pashtun ‘tribal’ areas, formerly known as the Federally Administered Tribal Areas (FATA). These ‘peripheral’ areas of Pashtun tribes stand in relative isolation from the ‘centre’ of the Pakistani ruling establishment. Moreover, with the onset of militancy since 2001 in the Afghanistan–Pakistan region, the situation has turned worse for the local Pashtun tribes. The article discusses the changing role of traditional mechanisms and local structures of peace and conflict resolution, arguing that colonial legacies have failed to prevent, manage, resolve or transform conflicts in post-colonial states such as Pakistan. Furthermore, the Pashtun cultural code of Pashtunwali, along with its various tenets and structures, especially Jirga (Pashtun tribal council) and Lashkar (tribal militia), is also discussed in the article. The article concludes that the changing socio-political situation, along with the rise of the secular Pashtun Tahafuz Movement (PTM), is presenting a challenge to ‘tribal’ Pashtun patriarchal values as well as traditional structures like Jirga in the region.     

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.     

The political economy of global firms from India and China

This article attempts to build a bridge between contemporary studies of global firms from emerging economies and existing theories in comparative political economy. It argues that given the primacy of the state as an economic actor in developing countries, the variety of capitalism literature could provide a theoretical foundation for firm-level analyses of emerging market multinationals. For example, the authors suggest that China and India may be moving towards a ‘hybrid market economy’. They also offer a typology of Indian and Chinese corporates to demonstrate an empirical approach to analysing domestic business–government relationships and the ways in which these firms are shaped by the peculiarities of their respective institutional setting. Finally, they identify some of the likely pitfalls of doing cross-national comparisons of emerging market multinationals, particularly with respect to the reliability of corporate data.