This insightful book guides instructors on how to introduce undergraduate and postgraduate students to the interdisciplinary work of Peace and Conflict Studies (PACS). Mindful that many students come to PACS with a desire to create positive social change, Susan F. Hirsch and Agnieszka Paczyńska highlight engaged learning as a key method to PACS pedagogy and emphasise the need to teach theory with an inclusive and decolonialist approach. The book offers both new and experienced instructors concrete advice regarding structuring assignments, designing classroom-based engaged learning activities and highlighting reflective practice and ethics.

This edited book is a new and valuable resource for students, teachers, and practitioners, providing a detailed exploration of how qualitative research can be applied in the field of peace and conflict studies. This book explores considerations and components of designing, conducting, and reporting qualitative research in this field, and also provide exemplars of recent empirical research in peace and conflict studies that employed qualitative methods. Scholars and researchers in peace and conflict studies and peace education face unique challenges in teaching, designing, and conducting qualitative research in these fields. This edited book discusses tips in designing qualitative studies in this area and for teaching emerging peace researchers best practices of qualitative inquiry. In addition, the book discusses some of the trends, challenges, and opportunities associated with research in peace and conflict studies and peace education. Written at a level appropriate for both graduate students and active researchers, the primary audience for this book is those teaching and learning about the application of qualitative methods to peace and conflict studies, as well as those conducting research in this field. There are currently approximately 230 graduate programs in peace and conflict studies. This book also provides a useful tool for researchers and students in other academic disciplines who are interested in qualitative research. Such disciplines might include education, sociology, criminology, gender studies, psychology, political science, and others.

Thoroughly revised, the Second Edition of Peace and Conflict Studies sets the new gold standard as an accessible introduction and comprehensive exploration of this vital subject. The authors share their vast knowledge and analysis about 21st-century world events – including new coverage on timely topics such as terrorism, the truth and reconciliation process, and the clash of civilizations. With an encyclopedic scope, this introductory text chronicles a plethora of important global topics from pre-history to the present. Key Features of the Second Edition Includes updated chapters and examines current conflicts, including the Iraq War Explores the important aspects of positive peace, individual violence, nationalism, and terrorism Provides numerous visual aids, questions for further study, and suggested readings Furnishes a comprehensive range of material to enlighten and enrich future discussion and encourage further academic pursuit Intended Audience This text is invaluable for students and professors in peace and or conflict studies, psychology and or the sociology of peace and conflict studies, international relations, comparative politics, history, and others interested in gaining a solid foundation about the global arena. Praise for the First Edition "Barash and Webel have penned a masterpiece that should appeal to seasoned scholars of peace and conflict studies as well as to others who have little knowledge of this multidisciplinary field." --Daniel J. Christie, Ohio State University

This comprehensive volume on teaching peace and war demonstrates that our choice of pedagogy, or the way we structure a curriculum, must be attentive to context. Pedagogical strategies that work with one class may not work in another, whether over time or across space and different types of institutions, regardless of the field of study. This book offers insight on how to address these issues. The chapters contain valuable information on specific lessons learned and creative pedagogies developed, as well as exercises and tools that facilitate delivery in specific classrooms. The authors address a wide range of challenges related to broader questions on what teachers are trying to achieve when teaching about peace and war, including reflections on the teacher’s role as a facilitator of knowledge creation. This collection offers a valuable reference for scholars and instructors on structuring peace and war curricula in different global contexts and pedagogical strategies for a variety of classrooms. The chapters in this book were originally published in the journal Peace Review.

This textbook provides a comprehensive overview of different methods and sources of information-gathering for peace and conflict students and researchers, as well as the challenges presented by such work. Research on conflict-ridden societies carries special challenges for the collection and evaluation of information about the conflict and its actors. First, due to the nature of information emerging, incentives to misrepresent and propaganda is common. News coverage is sometimes poor and reporting is often incomplete, selective and biased. Second, the sensitivity of the topic and the questions posed in peace and conflict research means that access to and the security of informants can be a problem. Peace and conflict research as a discipline encompasses a number of different approaches for obtaining empirical information which serve as a basis for analyzing various research topics. This book provides a comprehensive overview of different methods and sources of information-gathering for students and researchers, as well as the challenges presented by such work. It offers: tools for evaluating sources and information suggestions on where different types of information can be found advice on using different types of sources, including news reports and written narratives practical guidelines for constructing large-scale datasets insights and guidelines for comparative fieldwork, in-depth interviews, focus groups, and surveys reflection and discussion on important ethical concerns in peace research This book will be of much interest for students and researchers of peace and conflict studies, conflict resolution, war and conflict studies, development studies, security studies and IR, as well as for NGO workers/researchers. Kristine Höglund is Associate Professor at the Department of Peace and Conflict Research, Uppsala University. She has a PhD in Peace and Conflict Research from Uppsala University Sweden (2004). She is author of Peacemaking in the Shadow of Violence. Magnus Öberg is Associate Professor at the Department of Peace and Conflict Research, Uppsala University, and Associate Editor of the Journal of Peace Research (since 2006). He has a PhD in Peace and Conflict Research from Uppsala University (2003) and is co-editor of Resources, Governance, and Civil Conflict (Routledge, 2008).

Practice and research of peace education has grown in the recent years as shown by a steadily increasing number of publications, programs, events, and funding mechanisms. The oft-cited point of departure for the peace education community is the belief in education as a valuable tool for decreasing the use of violence in conflict and for building cultures of positive peace hallmarked by just and equitable structures. Educators and organizations implementing peace education activities and programming, however, often lack the tools and capacities for evaluation and thus pay scant regard to this step in program management. Reasons for this inattention are related to the perceived urgency to prioritize new and more action in the context of scarce financial and human resources, notwithstanding violence or conflict; the lack of skills and time to indulge in a thorough evaluative strategy; and the absence of institutional incentives and support. Evaluation is often demand-driven by donors who emphasize accounting given the current context of international development assistance and budget cuts. Program evaluation is considered an added burden to already over-tasked programmers who are unaware of the incentives and of assessment techniques. Peace education practitioners are typically faced with forcing evaluation frameworks, techniques, and norms standardized for traditional education programs and venues. Together, these conditions create an unfavorable environment in which evaluation becomes under-valued, de-prioritized, and mythologized for its laboriousness. This volume serves three inter-related objectives. First, it offers a critical reflection on theoretical and methodological issues regarding evaluation applied to peace education interventions and programming. The overarching questions of the nature of peace and the principles guiding peace education, as well as governing theories and assumptions of change, transformation, and complexity are explored. Second, the volume investigates existing quantitative, qualitative, and mixed methods evaluation practices of peace educators in order to identify what needs related to evaluation persist among practitioners. Promising practices are presented from peace education programming in different settings (formal and non-formal education), within various groups (e.g. children, youth, police, journalists) and among diverse cultural contexts. Finally, the volume proposes ideas of evaluation, novel techniques for experimentation, and creative adaptation of tools from related fields, in order to offer pragmatic and philosophical substance to peace educators’ “next moves” and inspire the agenda for continued exploration and innovation. The authors come from variety of fields including education, peace and conflict studies, educational evaluation, development studies, comparative education, economics, and psychology.

Peace Education: * presents views on the nature of peace education, its history, and relationships to neighboring fields; * examines relevant psychological and pedagogical principles, such as the contact experience, conciliation through personal story telling, reckoning with traumatic memories, body-work, and the socio-emotional aspects of reconciliation; and * introduces an array of international examples from countries, such as Croatia, Northern Ireland, Israel, South Africa, Rwanda, and the United States in order to generalize lessons learned. A "must have" for all those thinking, planning, conducting, and studying peace education programs, it is intended for scholars, students, and researchers interested in peace and conflict resolution in higher education and volunteer and public organizations. Its cross disciplinary approach will appeal to those in social and political psychology, communication, education, religion, political science, sociology, and philosophy.