Pub Date : 2023-09-24DOI: 10.1080/17400201.2023.2259822
Mathias Awonnatey Ateng, Mohammed Gadafi Ibrahim
ABSTRACTThe collective adherence to contradictory conflict narratives has underpinned the intractable ethnopolitical conflicts that have occurred in the Northern Region of Ghana. Changing the conflict narratives that perpetuate ethnopolitical conflicts in the region through peace education is a prerequisite for any meaningful peacebuilding. Consequently, the study examined how civil society actors use peace education to deconstruct negative conflict narratives in the region. The study is qualitative and relied on both primary and secondary data sources. Primary data was obtained through in-depth interviews with 20 participants. The data was analyzed using an inductive-deductive thematic analysis approach with the aid of NVivo 12 software. The study found that civil society organizations’ (CSOs) peace education programs create awareness, facilitate mutual understanding, and engender values of human rights, non-violence moves to conflict resolution, reconciliation, and trust-building. Peace educational activities by CSOs, whether direct or indirect, and whether in educational settings or the community, are essential in changing the socio-psychological infrastructure that perpetuates a culture of violence. It is proposed for broader engagement with CSOs for the initiation and implementation of context-specific peace education programs to help deconstruct the conflict narratives that perpetuate identity conflicts in some parts of Ghana.KEYWORDS: Northern Ghanapeace educationpeaceethnopoliticalcivil societyconflict narrative Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMathias Awonnatey AtengMathias Awonnatey Ateng holds a Ph.D. in Peace and Conflict Studies from the University of Manitoba. He is currently a Researcher with the Centre for Peace and Security Studies, University for Development Studies. His research interest include civil society and peacebuilding, peace education, peace policy and infrastructure, peace processes in communal conflicts and peace leadership. He has over ten years of working experience in research and practice.Mohammed Gadafi IbrahimIbrahim MOhammed Gadafi holds a Doctor of Philosophy in Development Studies with specialization in peacebuilding and conflict Management. He is currently a lecturer at the Department of Political Science at the University for Development Studies, Ghana. His research interest covers conflict management, peacebuilding, security, cultural and rural development, and social policy. As a practitioner and researcher, he has worked with government agencies and civil society organizations to bring sustainable peace and development to commuities in Ghana.
{"title":"The role of civil society organizations in deconstructing ethnopolitical conflict narratives through peace education: lessons from the Northern Region of Ghana","authors":"Mathias Awonnatey Ateng, Mohammed Gadafi Ibrahim","doi":"10.1080/17400201.2023.2259822","DOIUrl":"https://doi.org/10.1080/17400201.2023.2259822","url":null,"abstract":"ABSTRACTThe collective adherence to contradictory conflict narratives has underpinned the intractable ethnopolitical conflicts that have occurred in the Northern Region of Ghana. Changing the conflict narratives that perpetuate ethnopolitical conflicts in the region through peace education is a prerequisite for any meaningful peacebuilding. Consequently, the study examined how civil society actors use peace education to deconstruct negative conflict narratives in the region. The study is qualitative and relied on both primary and secondary data sources. Primary data was obtained through in-depth interviews with 20 participants. The data was analyzed using an inductive-deductive thematic analysis approach with the aid of NVivo 12 software. The study found that civil society organizations’ (CSOs) peace education programs create awareness, facilitate mutual understanding, and engender values of human rights, non-violence moves to conflict resolution, reconciliation, and trust-building. Peace educational activities by CSOs, whether direct or indirect, and whether in educational settings or the community, are essential in changing the socio-psychological infrastructure that perpetuates a culture of violence. It is proposed for broader engagement with CSOs for the initiation and implementation of context-specific peace education programs to help deconstruct the conflict narratives that perpetuate identity conflicts in some parts of Ghana.KEYWORDS: Northern Ghanapeace educationpeaceethnopoliticalcivil societyconflict narrative Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMathias Awonnatey AtengMathias Awonnatey Ateng holds a Ph.D. in Peace and Conflict Studies from the University of Manitoba. He is currently a Researcher with the Centre for Peace and Security Studies, University for Development Studies. His research interest include civil society and peacebuilding, peace education, peace policy and infrastructure, peace processes in communal conflicts and peace leadership. He has over ten years of working experience in research and practice.Mohammed Gadafi IbrahimIbrahim MOhammed Gadafi holds a Doctor of Philosophy in Development Studies with specialization in peacebuilding and conflict Management. He is currently a lecturer at the Department of Political Science at the University for Development Studies, Ghana. His research interest covers conflict management, peacebuilding, security, cultural and rural development, and social policy. As a practitioner and researcher, he has worked with government agencies and civil society organizations to bring sustainable peace and development to commuities in Ghana.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135925397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.1080/17400201.2023.2252345
N. Hajj
ABSTRACT Amidst violent conflict over Palestine-Israel relations at colleges across America, how might we use our classrooms and campus landscapes to generate dynamic narratives that facilitate peace? Moving beyond a chronological ordering of events, a narrative is a constructed cohesive account of occurrences used to make sense of experiences and motivate action. In violent settings, narratives tend to retrench into static accounts that increase prejudice and motivate greater acts of violence. Alternatively, dynamic narratives offer complex judgement, plot, character, and value assessments of the world thus encouraging more openness to others and peace. I propose a novel intervention for the generation of dynamic narratives. I use the practice of shinrin yoku or guided forest walks in a seminar about Palestine and Israel, to invite liminality, the experience of communal spaces where traditional markers of power and social obligations are stripped. I expected that increasing experiences of shinrin yoku, and in turn liminality, will induce dynamic understandings of Palestinian Israeli relations on campus. Digital diary responses from eleven student participants kept over twelve weeks in a Fall 2022 seminar reveal that even with the eruption of hostilities, 1 students adopted dynamic stories about Palestine and Israel relations when they spent increasing time engaged in shinrin yoku.
{"title":"Shinrin yoku as a pedagogy for peace amidst violence: generating dynamic narratives of Palestine-Israel relations on college campuses","authors":"N. Hajj","doi":"10.1080/17400201.2023.2252345","DOIUrl":"https://doi.org/10.1080/17400201.2023.2252345","url":null,"abstract":"ABSTRACT Amidst violent conflict over Palestine-Israel relations at colleges across America, how might we use our classrooms and campus landscapes to generate dynamic narratives that facilitate peace? Moving beyond a chronological ordering of events, a narrative is a constructed cohesive account of occurrences used to make sense of experiences and motivate action. In violent settings, narratives tend to retrench into static accounts that increase prejudice and motivate greater acts of violence. Alternatively, dynamic narratives offer complex judgement, plot, character, and value assessments of the world thus encouraging more openness to others and peace. I propose a novel intervention for the generation of dynamic narratives. I use the practice of shinrin yoku or guided forest walks in a seminar about Palestine and Israel, to invite liminality, the experience of communal spaces where traditional markers of power and social obligations are stripped. I expected that increasing experiences of shinrin yoku, and in turn liminality, will induce dynamic understandings of Palestinian Israeli relations on campus. Digital diary responses from eleven student participants kept over twelve weeks in a Fall 2022 seminar reveal that even with the eruption of hostilities, 1 students adopted dynamic stories about Palestine and Israel relations when they spent increasing time engaged in shinrin yoku.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47713398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-22DOI: 10.1080/17400201.2023.2246922
M. Mishra, P. Upadhyaya, Thomas Paul Davis
{"title":"Tracing the legacy of peace leadership from an Asian perspective: Mahatma Gandhi, Dalai Lama, and Thich Nhat Hanh","authors":"M. Mishra, P. Upadhyaya, Thomas Paul Davis","doi":"10.1080/17400201.2023.2246922","DOIUrl":"https://doi.org/10.1080/17400201.2023.2246922","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43999510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-20DOI: 10.1080/17400201.2023.2233269
Z. Sadoughi
ABSTRACT The international crises that necessitate cooperation between nations and the prevalence of violent behaviors in different countries have led to a need for educational processes that support peaceful attitudes and behaviors. Iran is one such country that suffers from violence-related issues, which may stem from a lack of educational processes. Given the importance of training for peace and the role of educational institutions, this qualitative study aimed to discuss the need to establish peace studies in Iranian universities and the prerequisites needed for this purpose. The study involved 35 faculty members, mainly specializing in law, political science, sociology, and curriculum planning, who participated in semi-structured interviews. The multicultural nature of Iranian society, the high prevalence of violent behaviors, Iran’s geographical location in the volatile Middle East, and the need to develop relations with other nations make it necessary to establish peace studies. The study found that establishing peace studies not only educates professionals who are enthusiastic about peace but also fosters the development of ideas and policies that promote peace in Iran. In sum, this study highlights the importance of promoting peaceful attitudes through higher education.
{"title":"The necessity of establishing “peace studies” in Iranian universities","authors":"Z. Sadoughi","doi":"10.1080/17400201.2023.2233269","DOIUrl":"https://doi.org/10.1080/17400201.2023.2233269","url":null,"abstract":"ABSTRACT The international crises that necessitate cooperation between nations and the prevalence of violent behaviors in different countries have led to a need for educational processes that support peaceful attitudes and behaviors. Iran is one such country that suffers from violence-related issues, which may stem from a lack of educational processes. Given the importance of training for peace and the role of educational institutions, this qualitative study aimed to discuss the need to establish peace studies in Iranian universities and the prerequisites needed for this purpose. The study involved 35 faculty members, mainly specializing in law, political science, sociology, and curriculum planning, who participated in semi-structured interviews. The multicultural nature of Iranian society, the high prevalence of violent behaviors, Iran’s geographical location in the volatile Middle East, and the need to develop relations with other nations make it necessary to establish peace studies. The study found that establishing peace studies not only educates professionals who are enthusiastic about peace but also fosters the development of ideas and policies that promote peace in Iran. In sum, this study highlights the importance of promoting peaceful attitudes through higher education.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47449373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-17DOI: 10.1080/17400201.2023.2247890
Shruti Sheshadri
{"title":"Learning to live together harmoniously","authors":"Shruti Sheshadri","doi":"10.1080/17400201.2023.2247890","DOIUrl":"https://doi.org/10.1080/17400201.2023.2247890","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41974014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-02DOI: 10.1080/17400201.2023.2242710
Magnus Haavelsrud Emeritus
{"title":"Communicative justice in the pluriverse: an international dialogue","authors":"Magnus Haavelsrud Emeritus","doi":"10.1080/17400201.2023.2242710","DOIUrl":"https://doi.org/10.1080/17400201.2023.2242710","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41624385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-17DOI: 10.1080/17400201.2023.2237357
Gabriel Durah Langoday, Teguh Ahmad Asparill, Fikri Yanda
Published in Journal of Peace Education (Ahead of Print, 2023)
发表于《和平教育杂志》(2023年出版前)
{"title":"Peace pedagogies in Bosnia and Herzegovina: theory and practice in formal education","authors":"Gabriel Durah Langoday, Teguh Ahmad Asparill, Fikri Yanda","doi":"10.1080/17400201.2023.2237357","DOIUrl":"https://doi.org/10.1080/17400201.2023.2237357","url":null,"abstract":"Published in Journal of Peace Education (Ahead of Print, 2023)","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"2 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138503860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-05DOI: 10.1080/17400201.2023.2230907
Kevin Kester, Rira Seo, Nicki Gerstner
{"title":"Prefigurative pedagogies for working toward peace and justice in changing times: insights from Korea","authors":"Kevin Kester, Rira Seo, Nicki Gerstner","doi":"10.1080/17400201.2023.2230907","DOIUrl":"https://doi.org/10.1080/17400201.2023.2230907","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60370584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-05DOI: 10.1080/17400201.2023.2231359
Noa Shapira, Yoav Kapshuk
ABSTRACT This study examines how a course that includes recognizing pain and suffering inflicted during intractable conflicts affects Indigenous Minority Group students’ willingness to reconcile. The study employed a mixed-methods approach, combining quantitative and qualitative research tools with a pre-/post- questionnaire examining Israeli-Palestinian indigenous minority group students’ willingness to reconcile with the Israeli-Jewish majority group during an outbreak in violence (May 2021 Riots in Israel). Recognition entails creating space for minority students’ narratives and listening to their pain and anger related to their history and lived experiences as a minority. Findings show that students who received recognition maintain a steady will to reconcile and students who did not receive such recognition express a decrease in their willingness to reconcile. Such a distinction in results demonstrates the importance of recognizing a minority group’s narrative while an intractable conflict occurs.
{"title":"Reconciliation during an intractable conflict in a Hebrew mixed (Arabs and Jews) college","authors":"Noa Shapira, Yoav Kapshuk","doi":"10.1080/17400201.2023.2231359","DOIUrl":"https://doi.org/10.1080/17400201.2023.2231359","url":null,"abstract":"ABSTRACT This study examines how a course that includes recognizing pain and suffering inflicted during intractable conflicts affects Indigenous Minority Group students’ willingness to reconcile. The study employed a mixed-methods approach, combining quantitative and qualitative research tools with a pre-/post- questionnaire examining Israeli-Palestinian indigenous minority group students’ willingness to reconcile with the Israeli-Jewish majority group during an outbreak in violence (May 2021 Riots in Israel). Recognition entails creating space for minority students’ narratives and listening to their pain and anger related to their history and lived experiences as a minority. Findings show that students who received recognition maintain a steady will to reconcile and students who did not receive such recognition express a decrease in their willingness to reconcile. Such a distinction in results demonstrates the importance of recognizing a minority group’s narrative while an intractable conflict occurs.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44520541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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