As the level of distrust and alienation between Jews and Palestinians has risen over the past fifteen years, the support for grassroots organizations’ attempts to bring these two groups closer has stagnated. Jewish-Palestinian youth encounter programs that flourished in the wake of the Oslo Accords now struggle to find support, as their potential to create positive social change in Israeli society is still unknown. In Youth Encounter Programs in Israel, Ross attempts to assess that potential by considering the relationship between participation in Jewish-Palestinian encounters and the long-term worldview and commitment to social change of their participants. Taking a comparative approach, Ross examines the structure and pedagogical approaches of two organizations in Israel, Peace Child Israel and Sadaka Reut. In doing so, Ross explores how these different organizations shape participants’ national identity, beliefs about social change, and motivation to continue engaging in peace-building activities. Based on more than one hundred interviews with program staff and former participants as well as more than two hundred hours of program observation, Ross’s work fills an important gap in the literature and holds significant relevance for peace education and conflict resolution practitioners.

This study takes the work of transforming violence and conflict online and offers insight into the practice of dialogue in virtual settings for peacebuilding purposes. In the field of peace and conflict studies and peacebuilding practices, a significant amount of literature has dealt with the theory and practice of dialogue in face-to-face settings. This project is unique as it takes the peacebuilding practice of dialogue and explores it within an online context. The research is framed and analyzed through the dialogue theories of Martin Buber and Paulo Freire. This project is distinct in its exploration of the connection between dialogue encounters and positive peace, the practical linkages of which are often difficult to articulate or identify. As such, this book offers unique contributions to the knowledge and understanding of dialogue-based peacebuilding in online settings and provides an understanding of how dialogue practices enable outcomes within the construct of positive peace. This book is aimed at academics as a presentation of research into a relatively unexplored field of inquiry. However, it is also relevant and applicable for peacebuilding practitioners who want to navigate taking their practices into online settings and provide a framework for linking practices to intended positive peace outcomes.

Over the past five decades, both peace education and human rights education have emerged distinctly and separately as global fields of scholarship and practice. Promoted through multiple efforts (the United Nations, civil society, grassroots educators), both of these fields consider content, processes, and educational structures that seek to dismantle various forms of violence, as well as move towards cultures of peace, justice and human rights. Educating for Peace and Human Rights Education introduces students and educators to the challenges and possibilities of implementing peace and human rights education in diverse global sites. The book untangles the core concepts that define both fields, unpacking their histories and conceptual foundations, and presents models and key research findings to help consider their intersections, convergences, and divergences. Including an annotated bibliography, the book sets forth a comprehensive research agenda, allowing emerging and seasoned scholars the opportunity to situate their research in conversation with the global fields of peace and human rights education.

This fully updated third-edition of Contemporary Peacemaking is a state of the art overview of peacemaking in relation to contemporary civil wars. It examines best (and worst) practice in relation to peace processes and peace accords. The contributing authors are a mix of leading academics and practitioners with expert knowledge of a wide arrays of cases and techniques. The book provides a mix of theory and concept-building along with insights into ongoing cases of peace processes and post-accord peacebuilding. The chapters make clear that peacemaking is a dynamic field, with new practices in peacemaking techniques, changes to the international peace support architecture, and greater awareness of key issues such as gender and development after peace accords. The book is mindful of the intersection between top-down and bottom-up approaches to peace and how formal and institutionalized peace accords need to be lived and enacted by communities on the ground.

Making Sense of Social Research Methodology: A Student and Practitioner Centered Approach introduces students to research methods by illuminating the underlying assumptions of social science inquiry. Authors Pengfei Zhao, Karen Ross, Peiwei Li, and Barbara Dennis show how research concepts are often an integral part of everyday life through illustrative common scenarios, like looking for a recipe or going on a job interview. The authors extrapolate from these personal but ubiquitous experiences to further explain concepts, like gathering data or social context, so students develop a deeper understanding of research and its applications outside of the classroom. Students from across the social sciences can take this new understanding into their own research, their professional lives, and their personal lives with a new sense of relevancy and urgency. This text is organized into clusters that center on major topics in social science research. The first cluster introduces concepts that are fundamental to all aspects and steps of the research process. These concepts include relationality, identity, ethics, epistemology, validity, and the sociopolitical context within which research occurs. The second and third clusters focus on data and inference. These clusters engage concretely with steps of the research process, including decisions about designing research, generating data, making inferences. Throughout the chapters, Pause and Reflect open-ended questions provide readers with the space for further inquiry into research concepts and how they apply to life. Research Scenario features in each chapter offer new perspectives on major research topics from leading and emerging voices in methods. Moving from this dialogic perspective to more actionable advice, You and Research features offer students concrete steps for engaging with research. Take your research into the world with Making Sense of Social Research Methodology: A Student and Practitioner Centered Approach.

This is the first study to introduce the subject of Arab-Jewish relations and encounters in Israel from both conflict resolution and educational perspectives. Through a critical examination of Arab and Jewish encounter programs in Israel, the book reviews conflict resolution and intergroup theories and processes which are utilized in dealing with ethnic conflicts and offers a detailed presentation of intervention models applied by various encounter programs to promote dialogue, education for peace, and democracy between Arabs and Jews in Israel. The author investigates how encounter designs and processes can become part of a control system used by the dominant governmental majority's institutes to maintain the status quo and reinforce political taboos. Also discussed are the different conflict perceptions held by Arabs and Jews, the relationship between those perceptions, and both sides' expectations of the encounters. Abu-Nimer explores the impact of the political context (Intifada, Gulf War, and peace process) on the intervention design and process of those encounter groups, and contains a list of recommendations and guidelines to consider when designing and conducting encounters between ethnic groups. He reveals and explains why the Arab and Jewish encounter participants and leaders have different criteria of their encounter's success and failure. The study is also applicable to dialogue and coexistence programs and conflict resolution initiatives in other ethnically divided societies, such as South Africa, Northern Ireland, Bosnia, and Sri Lanka, where the minority and majority have struggled to find peaceful ways to coexist.

Using mixed and augmented reality in communities is an emerging media practice that is reshaping how we interact with our cities and neighbors. From the politics of city hall to crosswalks and playgrounds, mixed and augmented reality will offer a diverse range of new ways to interact with our communities. In 2016, apps for augmented reality politics began to appear in app stores. Similarly, the blockbuster success of Pokémon Go illustrated how even forgotten street corners can become a magical space for play. In 2019, a court case in Milwaukee, Wisconsin, extended first amendment rights to augmented reality. For all the good that these emerging media provide, there will and have been consequences. Augmented and Mixed Reality for Communities will help students and practitioners navigate the ethical design and development of these kinds of experiences to transform their cities. As one of the first books of its kind, each chapter in the book prepares readers to contribute to the Augmented City. By providing insight into how these emerging media work, the book seeks to democratize the augmented and mixed reality space. Authors within this volume represent some of the leading scholars and practitioners working in the augmented and mixed reality space for civic media, cultural heritage, civic games, ethical design, and social justice. Readers will find practical insights for the design and development to create their own compelling experiences. Teachers will find that the text provides in-depth, critical analyses for thought-provoking classroom discussions.

A fundamental challenge plagues the global peacebuilding community. How can technocratic approaches to peacebuilding that are rooted in short-term, project-based execution of activities, further the longer-term transformative outcomes like altering young people's attitudes and beliefs about peace and violence? In response to this global challenge, in Peacebuilding Legacy, Sukanya Podder analyzes the long-term effects of peacebuilding programmes involving children and young people. Podder unpacks the concept of peacebuilding legacy through the lens of time, transformation, and intergenerational peace. Podder also develops unique qualitative cues for measuring legacy in terms of the institutional, normative, and organizational logics. If norms resonate strongly with the local context, they are likely to encourage strong retention and meaningful adoption over time. Successful institutionalization of project models through planned handover to successor national organizations, or government departments, holds the key to stronger local ownership. Organizational learning and reflection can support this process through a more strategic approach to programming, and through post-exit studies. Regarding attitude change, Podder found that, the media and peace education projects that targeted individuals' ingrained beliefs and values but overlooked the role of group social norms had only limited persuasive effects. To shift the values, practices, norms, and beliefs of the younger generation, the mindset of the older generation must also be targeted. Changes in the legal, political, economic, and other social institutions are critical for long-term and meaningful transformation. This requires adopting an ecological model of peace.

Political repression often paradoxically fuels popular movements rather than undermining resistance. When authorities respond to strategic nonviolent action with intimidation, coercion, and violence, they often undercut their own legitimacy, precipitating significant reforms or even governmental overthrow. Brutal repression of a movement is often a turning point in its history: Bloody Sunday in the March to Selma led to the passage of civil rights legislation by the US Congress, and the Amritsar Massacre in India showed the world the injustice of the British Empire’s use of force in maintaining control over its colonies. Activists in a wide range of movements have engaged in nonviolent strategies of repression management that can raise the likelihood that repression will cost those who use it. The Paradox of Repression and Nonviolent Movements brings scholars and activists together to address multiple dimensions and significant cases of this phenomenon, including the relational nature of nonviolent struggle and the cultural terrain on which it takes place, the psychological costs for agents of repression, and the importance of participation, creativity, and overcoming fear, whether in the streets or online.

Although the concept of credibility has been identified by the United Nations as a significant factor in successful peacekeeping operations, its role has largely been ignored in the literature on peacekeeping at the local level. In this book, Newby provides the first detailed examination of credibility’s essential place in peacekeeping. With empirically rich analysis, Newby explores the United Nations Interim Force in Lebanon (UNIFIL) and its navigation of political tensions in one of the world’s geopolitical flashpoints, a place where the mission’s work is constrained by weak local legitimacy born of a complex political situation. Identifying four types of credibility—technical, material, security, and responsiveness—Newby traces the ways in which building credibility served UNIFIL and has enabled the mission to exercise its mandate despite significant challenges on the ground. Peacekeeping in South Lebanon unpacks the day-to-day business of running a peace mission and argues that credibility should be regarded as an independent construct when considering how a peacekeeping operation functions and survives.