This book explores the nexus between education and politics in Lebanon, Northern Ireland, and Macedonia, drawing from an extensive body of original evidence and literature on power-sharing and post-conflict education in these post-conflict societies, as well as the repercussions that emerged from the end of civil war. This book demonstrates that education policy affects the resilience of political settlements by helping reproduce and reinforce the mutually exclusive religious, ethnic, and national communities that participated in conflict and now share political power. Using curricula for subjects—such as history, citizenship education, and languages—and structures like the existence of state-funded separate or common schools, Fontana shows that power-sharing constrains the scope for specific education reforms and offers some suggestions for effective ones to aid political stability and reconciliation after civil wars.

This book is the first systematic, interdisciplinary examination of the peace agreement signed between the Colombian Government and the Revolutionary Armed Forces of Colombia to end one of the largest and most violent conflicts in the Western Hemisphere. It discusses the achievements, failures, and challenges of this innovative peace agreement and its implications for Colombia’s future. Contributors include negotiators of the Agreement, judges of the Special Jurisdiction for Peace, representatives of the civil society, and leading academic experts in peace studies, human rights, international law, criminal law, transitional justice, political science, and philosophy. Based on the premise that peace is a form of transferable social knowledge, and therefore necessitates transformative social learning, the volume also discusses what other countries can learn from the Colombian experience. This book will be of much interest to students of peace and conflict studies, transitional justice, Latin American politics, human rights, civil wars and International Relations.

This encyclopaedia provides a comprehensive overview of major theories and approaches to the study of peace and conflict across different humanities and social sciences disciplines. Peace and conflict studies (PCS) is one of the major sub-disciplines of international studies (including political science and international relations), and has emerged from a need to understand war, related systems and concepts and how to respond to it afterward. As a living reference work, easily discoverable and searchable, the Palgrave Encyclopedia of Peace and Conflict Studies offers solid material for understanding the foundational, historical, and contemporary themes, concepts, theories, events, organisations, and frameworks concerning peace, conflict, security, rights, institutions and development. The Palgrave Encyclopaedia of Peace and Conflict Studies brings together leading and emerging scholars from different disciplines to provide the most comprehensive and up-to-date resource on peace and conflict studies ever produced.

Commemorating 60 years of War Studies at King’s College London, this incisive and adroitly crafted book acts as a comprehensive introduction to the multidisciplinary field of war, conflict and security. Adopting a global approach, it adeptly navigates a broad spectrum of themes and theoretical perspectives which lie at the heart of this important area of study.

The subject of local government and post-conflict reconstruction sits at the intersection of several interrelated research areas, notably conflict/peacebuilding, governance, and political economy. This volume addresses a gap in the academic literature: whilst decentralisation is frequently included in peace agreements, the actual scope and role of local government is far less frequently discussed. This gap remains despite a considerable literature on local government in developing countries more generally, particularly with regard to decentralisation; but also, despite a considerable and growing literature on post-conflict reconstruction. This volume provides a mixture of case study, cross-case studies, practitioner reflection, and conceptual material on the function of local government in the context of decentralisation in post-conflict countries, from both academics and policy-makers. This collection of in-depth single- and multi-country case study analysis is complemented by practitioner reflections and framed within the 2030 Agenda building on the New Urban Agenda, and particularly the Sustainable Development Goal 16 to ‘promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels.’ The chapters in this book were originally published in the online journal Third World Thematics.

This book evaluates the performance of consociational power-sharing arrangements in Europe. Under what conditions do consociational arrangements come in and out of being? How do consociational arrangements work in practice? The volume assesses how consociationalism is adopted, how it functions, and how it reforms or ends. Chapters cover early adopters of consociationalism, including both those which moved on to other institutional designs (the Netherlands, Austria) as well as those that continue to use consociational processes to manage their differences (Belgium, Switzerland, South Tyrol). Also analysed are ‘new wave’ cases where consociationalism was adopted after violent internal conflict (Bosnia and Herzegovina, Kosovo, North Macedonia, Northern Ireland) and cases of unresolved conflict where consociationalism may yet help mediate ongoing divisions (Cyprus, Spain). Soeren Keil is Reader in Politics and International Relations, Canterbury Christ Church University, United Kingdom. Allison McCulloch is Associate Professor in Political Science, Brandon University, Canada.

Can power sharing prevent violent ethnic conflict? And if so, how can the international community best promote that outcome? In this concise volume, Timothy Sisk defines power sharing as practices and institutions that result in broad-based governing coalitions generally inclusive of all major ethnic groups. He identifies the principal approaches to power sharing, including autonomy, federations, and proportional electoral systems. In addition, Sisk highlights the problems with various power-sharing approaches and practices that have been raised by scholars and practitioners alike, and the instances where power-sharing experiments have succeeded and where they have failed. Finally, he offers some guidance to policymakers as they ponder power-sharing arrangements.

This book illustrates the multiple roles of textbooks as victim, transformer, and accomplice to conflict by introducing the Intersecting Roles of Education in Conflict (IREC) framework for use in the research, development, production, distribution, and dissemination of textbooks and learning materials. The framework illustrates these three potentially overlapping roles by mapping the complex educational contexts of conflict-affected societies and considering how textbooks, learning materials, and education systems more broadly may simultaneously operate within these various roles. Country case studies from Asia, Europe, Africa, and the Middle East are used to analyze primary and secondary school textbook development, content, and application from a variety of approaches that articulate conflict as protracted and/or socio-political violence. The breadth of case studies shows how conflict discourse circulates in educational systems and materials in a wide range of contexts, indicating that the complexity of the relationship between textbooks and conflict is not unique to one culture, geographic region, or type of conflict.

This book is aimed at both professionals and students who desire to deepen their understanding of the processes involved in conflict intervention and resolution effectively.

First-place winner of the Society for Education Studies' 2005 book prize, Education and Conflict is a critical review of education in an international context. Based on the author's extensive research and experience of education in several areas afflicted by conflict, the book explores the relationship between schooling and social conflict and looks at conflict internal to schools. It posits a direct link between the ethos of a school and the attitudes of future citizens towards 'others'. It also looks at the nature and purpose of peace education and war education, and addresses the role of gender and masculinity. In five lucid, vigorously argued sections, the author brings this thought-provoking and original piece of work to life by: * Setting out the terms of the debate, defining conflict and peace and outlining the relevant aspects of complexity theory for education * Exploring the sources of conflict and their relations to schooling in terms of gender/masculinity, pluralism, nationalism and identity * Focusing on the direct education/war interface * Examining educational responses to conflict * Highlighting conflict resolution within the school itself. This is the first time that so many aspects of conflict and education have been brought together in one sustained argument. With its crucial exposure of the currently culpable role of formal schooling in maintaining conflict, this book will be a powerful and essential read for educational policy makers, managers, teachers and researchers dealing with conflict in their own contexts.