International Peacebuilding and the Politics of Identity: Lessons from Social Psychology using the Bosnian Case

Abstract

This article argues that international peacebuilding efforts must be understood as identity-building projects and applies what we know from social psychology about identity processes to post-conflict peacebuilding. It argues that international peacebuilders must pay careful attention to the relationship between the multiple sources of identity from which individuals draw their self-concepts, such as their ethno-national belonging and their citizenship. Using qualitative evidence from field research on international interventions in post-conflict education reform in Bosnia-Herzegovina in the decade following Dayton, the article contends that the international community's efforts on the ground entrenched ethno-national group boundaries while simultaneously challenging the distinctiveness of these ethno-national identities. As a result, rather than being sites of peacebuilding, the schools of Bosnia-Herzegovina became sites of heightened tensions and controversy.