Practice Of Peace Research Articles

Theorising youth and everyday peace(building)

The introductory essay presents a locally-grounded theoretical framework for studying youth and everyday peace(building). Drawing on examples from fieldwork as well as insights from the articles to follow in the journal, the essay highlights three interrelated and overlapping spheres of inquiry. First, it makes the case for examining the age-specific as well as gender-, and other contextually-specific roles of youth as they relate to everyday peacebuilding. Second, the essay draws attention to how everyday peace is narrated by or through youth. It poses questions about what values, policies, and governmental structures are specifically being resisted and rejected, and how peace is conceptualised and/or hidden in the narratives of youth. Third, along with these concerns, the nexus of global and local (including discursive and institutional) structures that facilitate, curtail, and curtain everyday peace (building) practices are important to identify and evaluate for their impacts on the roles and ideas of youth. In proposing this theoretical framework that recognises the complex and multiple ways youth are engaged in their everyday worlds, this essay asks how we can engage this recognition within knowledges and practices of everyday peace(building).

Everyday peace: Bottom-up and local agency in conflict-affected societies

This article is a conceptual scoping of the notion and practice of everyday peace, or the methods that individuals and groups use to navigate their way through life in deeply divided societies. It focuses on bottom-up peace and survival strategies. The article locates everyday peace in the wider study of peace and conflict, and constructs a typology of the different types of social practice that constitute everyday peace. While aware of the limitations of the concept and the practice, the article argues that everyday peace can be an important building block of peace formation, especially as formal approaches to peacebuilding and statebuilding are often deficient. An enhanced form of everyday peace (everyday diplomacy) has the potential to go beyond conflict-calming measures to encompass more positive actions linked with conflict transformation. The article can also be read as an exploration of ‘the local’ and ‘agency’ in deeply divided societies. It provides a counterweight to accounts of conflict-affected societies that concentrate on top-down actors, formal institutions and conflict resolution ‘professionals’. The apparent ‘banality’ of the everyday challenges us to think creatively about perspectives and methodologies that can capture it.

Assessing the Power and Practices of Peace and Conflict Impact Assessment (PCIA)

This special issue of the Journal of Peacebuilding and Development (JPD) started with the desire to tell a story about Peace and Conflict Impact Assessment (PCIA), water development and peacebuildi...

The return of plural society: statebuilding and social splintering

This article argues that liberal practices of peace- and statebuilding in post-conflict societies contribute to cement ethnic divisions and exacerbate social and spatial splintering. Drawing on historical experiences from colonial policy and from post-colonial international development and statebuilding the article argues that a particular problem lies in the conception and character of the state being promoted. Although liberal peace- and statebuilding have come under accumulating critique over the past decade, the practices and liberal interventionist agenda has consolidated and continued to expand. It has come to increasingly express an authoritarianism and lack of legitimacy and democracy that has recently given rise to a critique in terms of ‘post-liberal’ governance. This article instead argues that the authoritarian and undemocratic nature of governance is an extension of and fully in line with historical liberal practice as well as the theory and ideology of neoliberalism.

The imperial legacy of international peacebuilding: the case of Francophone Africa

AbstractComparisons of peacebuilding with historic practices of imperialism are common, but these comparisons have sustained a hegemonic antagonism between humanitarian and imperialist interpretations of international peace intervention. This article argues that this common framing externalises the problem of intervention, romanticises local resistance, and forecloses to investigation the articulation between militarised peace practices and transnational capitalist relations. To do so, the article analyses the case of Francophone Africa, thus providing a context that has been left unexplored in peacebuilding debates. By bringing back in the historicity of particular Franco-African imperial experiences into peacebuilding research, the article reveals the militarisation of politics, transnational elite networks, and the dominant intellectual predispositions that work to reproduce the legitimacy of hegemonic practices of ‘peace’ interventionism. In the last section, the article analyses the debates over the UN-French 2011 intervention in Côte d'Ivoire to reveal the connections between the ethics of humanitarian interventions and the political economy of imperialism. The article concludes that the imperial legacy of peacebuilding is found in old capabilities, new organising logics, and specific practices and power relations and that to focus on the humanitarian-imperialist antagonism caricatures the relationships between ‘local’ and ‘international’ actors.

Latitudinarianism, secular theology and Sir Thomas Browne’s influence in George Mackenzie’s Religio Stoici (1663)

This article revisits George Mackenzie of Rosehaugh’s Religio Stoici (1663) which is often acclaimed as the first in a venerable series of imitations of Sir Thomas Browne’s Religio Medici (1642) as well as a possible influence for John Dryden’s Religio Laici (1682). By contrast, this articles returns to the charged contemporary atmosphere that prevailed in Scotland in 1663, following the controversial re-establishment of Episcopalianism the previous year. Combining an instinctive epistemological scepticism with an audacious and polemical anticlericalism, Mackenzie’s tract attacked dogmatic intolerance and denominational exclusivity and instead advanced a courageous, solitary and very public plea for peaceful religious practice.

A Truly Human Incarnation: Recovering a Place for Nativity in Contemporary Christology

Theological reflection on the person and saving work of Christ in the past several decades has been concerned primarily with the adult man Jesus, his life-giving ministry, his consequent death on the cross, and the salvation that his life, death, and resurrection offer to sinful human beings and a broken and unjust world. But the liberating good news of divine incarnation does not begin with Jesus’ public ministry as an adult. Rather, it begins with a socially high-risk pregnancy; with a humble, messy, and painful birth; and with the natal body of a squalling, dependent, and vulnerable infant. This article draws on both contemporary feminist scholarship and premodern theological voices to posit that recovering the nativity as a christological symbol brings into focus at least three important theological insights that a predominant emphasis on the adult Jesus marginalizes in christology and the Christian community today: that the natal life taken on in the Incarnation, like all human life, is inherently vulnerable from the start; that the nativity is an overlooked, yet powerful icon of divine redemption; and that contemplating the vulnerability of Christ’s natality can cultivate the practice of peace in a vulnerable and violent world.

The Role of Rotary Clubs in Post-Conflict Peace Building: A Case of Northern Uganda (2006-2010)

This paper presents the Peace building experience of Rotary Clubs in Northern Uganda between 2006 and 2010, so as to identify their contributions in post-conflict peace building processes. Through the Reflective Peace Practice (RPP) analytical framework, the paper presents an insight into Rotary clubs’ post-conflict Peace building interventions in the Northern Ugandan districts of Gulu, Kitgum, Lira and Pader. The paper is premised on the theoretical framework of Rotary’s outline of international service that identifies the paths to peace as: patriotism, conciliation, freedom, progress, justice, sacrifice, and loyalty. The paper discusses Rotary clubs’ peace building projects in Northern Uganda as clustered along three generic lines: the improvement of health, alleviation of poverty, and education support. The effectiveness of the “paths to peace” principles was hampered by challenges such as: the eroded core values of the people owing to life in Internally Displaced People’s (IDP) camps, the beneficiary non-ownership of Rotary projects, the difficulty in recruitment and maintenance of Rotary clubs’ membership as well as limited funding. The paper acknowledges that Rotary clubs’ approaches to peace building especially the peaceplus ‘model’ has potential if adapted to the local context, to contribute to conflict transformation efforts in post conflict Northern Uganda

Revisiting the democratic peace practice: Interstate violence in multi-actor crises, 1918–2005

This article addresses democratic peace practices in a multi-actor arena. It introduces a typology of international crises and spells out hypotheses on patterns of interstate violence in situations with state adversaries alone compared with those with states and non-state actors (NSAs). The findings on 447 International Crisis Behavior (ICB) crises, from 1918 to 2005, show that about half of the cases were multi-actor in type, both within and outside the democratic zone. The democratic peace assertions were supported in crises with states alone, shuttered but still persisted in multi-actor cases with ethnic NSAs, and reversed in multi-actor confrontations with non-ethnic NSAs. These findings make actor diversity a challenging theoretical refinement for democratic peace research on crisis and war.

Peace education: an impact assessment of a case study of UNESCO-APCEIU and the university for peace

Each year the Asia-Pacific centre of education for international understanding (APCEIU), operating under the auspices of UNESCO, hosts a peace education training-of-trainer’s program for teacher-educators from Asia-Pacific member states. In this paper, I examine through a qualitative case study approach the programmatic design and evaluation of the APCEIU training program, seeking to monitor its medium-term impact on educators in order to understand the broader implications of peace education training. Research findings are based on consultation records, documentary analysis, observations, and questionnaire responses from participants of the 2009 peace education training program. In the medium-term impact assessment report, 14 educators offered data pertaining to their post-program implementation of peace education concepts and practices into their work. Data was also collected from several participants two years later to continue monitoring progress. These results are further compared to impact data gathered from eight graduates of the University for Peace. Findings indicate that among the 23 educators who participated in the study all have gone on to develop peace education programs or policies in their home countries.

Teach peace: assessing instruction of the nonviolent communication and peace course

This paper assesses the efficacy of teaching a new course in the communication curriculum entitled Nonviolent Communication and Peace. Three studies are included: two pilot studies at a large Eastern US university and a final study which also included data from a concurrent study at a large Canadian university. Results from a pre-post instructional design show modest changes in the predicted direction of greater peace for three areas of assessment: (1) greater elaboration and integration of definitions for peace, (2) more agreement with statements about peaceful beliefs and behaviors related to the practice of peace in everyday life, and (3) increased recall for the number of peace role models. Future research includes recommendations for continued development of the peace assessment measure.

Teaching & Learning about Humanitarian Law: Perspectives from Canadian Teachers

Respect for human dignity and appreciation for diverse understandings are two quintessential elements of peaceful practices. Education focused on respect and the consequences of war, is essential for today’s youth, given the global impact of war. International humanitarian law was established to promote respect during war, to protect civilians and those no longer fighting. Humanitarian law education can create space for critical consciousness, self-reflection, and active citizenship. This study explores Canadian teachers’ experiences teaching and learning about social justice, war, and conflict, through the educational resource, Exploring Humanitarian Law (EHL). The main findings include (1) the importance of helping students to discover meaningful, real world connections, (2) teachers’ perceptions about the relevancy of international humanitarian law education, (3) tools for engaging all students, and (4) the constraints and challenges of implementing humanitarian law curriculum. Recommendations for practice and future areas for research are suggested.

Translingual World Order: Language without Culture in Post-Russo-Japanese War Japan

This essay examines how Japanese Esperantism developed after the Russo-Japanese War in a manner that departed from the global Esperanto movement. Esperantists viewed Esperanto as a language that amplified the diversity of and symbolized equality between cultures. Esperanto was studied and discussed by elites and nonelites alike in noninstitutional spaces such as in rural homes and coffee shops, often at night, when institutions privileged by state and financial power had closed. By looking at these hidden space-times outside the realms of state guidance, we become privy to an imagination and practice of peace and world order that operated outside the institutions of the nation-state. The history of this movement offers us a rare window into a popular concept of world order in Asia.

Social justice and the philosophical foundations of critical peace education: Exploring Nussbaum, Sen, and Freire

The purpose of this paper is to philosophically explore a ‘realization-focused’ capabilities theory of social justice, as articulated by AmartyaSen and Martha Nussbaum, as foundational to a theory of critical peace education. Paulo Freire’s philosophy of critical pedagogy has had and continues to have a profound influence on the theory and practice of peace education. It is argued that the basic premises of Freire’s philosophy point to a realization-focused theory of justice and can serve as a robust organizing foundation for critical peace education theory and practice. This conclusion constitutes a hypothesis that calls for further research.

‘Neutrality: A really dead concept?’ A reprise

This article approaches ‘neutrality’ as an essentially contested concept and traces its meaning and purpose over centuries-long historical timelines and situated political, societal and security contexts. It distinguishes neutrality from other concepts such as ‘neutralization’ ‘non-belligerency’, ‘non-alignment’, ‘military non-alignment’, ‘military neutrality’ and ‘non-allied’. The article explains the politics of defining neutrality in the current European political and legal landscape and in the context of shifting definitions and practices of war, peace, security and state sovereignty. This episteme-based analysis focuses on changes to neutrality in accordance with the rise and fall of particular empires and international actors over time, and changes to its status linked to the development and reification of particular meta-theoretically-based subfields of International Relations and Political Science, setting the background to this special issue of Cooperation and Conflict. A renewed emphasis on the normative aspects of neutrality (i.e. the role of domestic values, politics, preferences, history and mass publics in foreign policy formulation) is achieved by employing a range of perspectives, characterized by increased pluralism in levels of analysis and theoretical approaches. Through this pluralism, authors engage with (1) the strategic and normative drivers underpinning the norm of neutrality, (2) the potential for neutrals to serve as norm entrepreneurs in the field of peace promotion, (3) the tenuous legal status of elites’ quasi-neutral foreign policy constructions underpinned by tensions between discourses and practices and (4) the discursive strategies underpinning the move from neutral states’ traditional forms of neutrality to what is termed ‘post-neutrality’ in the current politico-legal context.

Between the Theory and Practice of Democratic Peace

Between the Theory and Practice of Democratic Peace

Arne Naess, Peace and Gandhi

The political ethics of Gandhi animated many of Arne Naess's philosophical projects, from argumentation theory to deep ecology. However, the value of Naess's own studies of Gandhi is less clear. This article focuses on the significance and utility of Naess's writings on Gandhi to the study and practice of peace. Naess's approach to Gandhi was distinctive; he attempted a systematic reconstruction of Gandhi, where the essence of Gandhi's action and speech was to be derived from the deeper layers of Gandhi's thought. The definitive expression of this approach can be found in an appendix to Naess's book Gandhi and Group Conflict (1974), where a set of 25 norms and 26 hypotheses are presented as the bare bones of Gandhi's political worldview. As an image of Gandhi's world, the survey is brilliant. As a guide for conflict resolution and peace work, it is limited and even limiting. Naess assumed that moral-normative power radiates from first principles, along the lines of deduction, to norms and to action. But that makes the whole system vulnerable; if you have problems with the first principles, what happens to the normative power of the rest?

The Practice of Media Education: International Research on Six European Countries

This paper describes a project called Peace Revolution [http://peacerevolution.net], which provides an opportunity for young people from around the world to learn and share positive messages and activities relating to peace. The Peace Revolution project aims to empower young people via a unique process related to youth development, helping young people to make informed and moral choices about how they live their lives and actively participate in society. Through its online social platform, Peace Revolution aims to promote the practice of inner peace as a common denominator for people throughout the world, build cross-cultural partnerships and ultimately, through individual change and cooperation with others, establish an international network of active agents for change.

Peace Revolution’s Online Social Platform: From Inner Revolution to Global Evolution of Ethical Media Production

The 5th World Summit on Media for Children and Youth held in Karlstad, Sweden in June 2010 provided a unique media literacy experience for approximately thirty young people from diverse backgrounds through participation in the Global Youth Media Council. This article focuses on the Summit’s aim to give young people a ‘voice’ through intercultural dialogue about media reform. The accounts of four young Australians are discussed in order to consider how successful the Summit was in achieving this goal. The article concludes by making recommendations for future international media literacy conferences involving young people. It also advocates for the expansion of the Global Youth Media Council concept as a grass roots movement to involve more young people in discussions about media reform.

Adam Curle: Radical Peacemaker and Pioneer of Peace Studies

Normal 0 21 MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:Normale Tabelle; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:Times New Roman;} This article presents a biographical account of Adam Curle, focusing especially on the development of his ideas on peace and peace studies and the impact these had on the evolution of the field at the level of theory and of practice. Curle was the founding Professor of the Department of Peace Studies at the University of Bradford in the UK. Appointed to the Chair in 1973, the department launched its teaching and research programmes in 1974. Curle's influence on the department and his development of a theory and practice of peace and peacemaking is traced and analysed in this article. His theory of peace was based on a synthesis of academic perspectives drawing on psychology, anthropology and development theory, and on the early peace theory of other innovators in the field of peace studies, including Johan Galtung and Kenneth Boulding. His peace practice was based on the experience of large scale conflict in the Nigerian Civil War and the India Pakistan conflict in the 1960s and 1970s, and was distinguished by his use of non-official or track two mediation as a complement to formal diplomacy in such conflicts. His use of mediation was modified later when, in the 1990s, in the context of the civil war in the Balkans, he helped to mobilise support for local people who wished to resist the civil war and to build peaceful communities and cultures of peace. In this way he also pioneered the idea of peace building from below, currently recognised as a leading mode of peacemaking amongst academics and practitioners.