Building Peaceful Societies in Conflict-Ridden Regions - Rehabilitation of Child Soldiers
By: Emancip8 Project
Building Peaceful Societies in Conflict-Ridden Regions — This detailed instructional manual offers an in-depth analysis and comprehensive strategies for building peaceful societies in regions afflicted by conflict. It begins by understanding the dynamics of radicalization in places like Mindanao, Philippines, and progresses to explore the complexities of countering terrorist groups like Boko Haram and Al Shabaab. The guide underscores the critical role of education in cultivating cultures of peace and countering radicalization, emphasizing the inclusion of gender perspectives and the importance of integrating identity politics, inclusion, and restorative justice in these efforts. It also outlines practical steps for designing and conducting effective research, using data to inform impactful change management strategies, and developing capacities for sustainable prevention of radicalization. Additionally, the guide discusses the creation and sustainability of peace-based learning schools, and the development of effective conflict resolution and peer mediation programs, making it a comprehensive resource for anyone committed to the cause of peace in conflict-ridden regions.
Table of Contents
Introduction
Building Peaceful Societies (Child Soldiers Rehabilitation) — Today, the challenge of building peaceful societies in conflict-ridden regions has become increasingly daunting. With the rise of extremist ideologies and terrorist groups, the task of preventing radicalization, rehabilitating child soldiers, and countering terrorist recruitment has become more critical than ever before. This is especially true for regions like Mindanao, Philippines, where the conflict has been raging for decades, and terrorist groups like Boko Haram and Al Shabaab continue to wreak havoc in Africa.
The purpose of this instructional manual is to provide a comprehensive guide for building peaceful societies in conflict-ridden regions. In this book, we will explore the various strategies that have been successful in preventing radicalization, rehabilitating child soldiers, and countering terrorist recruitment. We will delve into the complexities of conflict and peace and map out the fragilities and challenges inherent in modern peacebuilding. We will also provide practical steps and detailed processes that can be used to implement effective change management strategies based on data-driven research.
One of the cores focuses of this manual is to examine the role of education in building peaceful societies. We will explore how formal education can be used to cultivate cultures of peace and nonviolence in conflict-ridden regions. We will also examine the key topics and concepts necessary for educating children and young people about peace and conflict transformation. Additionally, we will look at how education can be used to prevent radicalization and rehabilitate child soldiers.
This manual will also examine the role of identity politics, inclusion, and restorative justice in conflict transformation. We will explore how global citizenship programs can be used to promote sustainable peace and nonviolence. We will also examine the importance of gender in peacebuilding and the critical role that women play in preventing radicalization and rehabilitating child soldiers.
Throughout this manual, we will emphasize the importance of developing capacities for sustainable peacebuilding. We will provide practical guidance on creating and sustaining peace-based learning schools and developing effective conflict resolution and peer mediation programs for diverse communities.
The journey toward building peaceful societies in conflict-ridden regions is not an easy one. However, with the right strategies, tools, and processes, it is possible to prevent radicalization, rehabilitate child soldiers, and counter-terrorist recruitment. This instructional manual is designed to provide a comprehensive guide to those who are committed to the cause of peace and are working towards building peaceful societies in conflict-ridden regions. We hope that the practical steps and processes outlined in this book will be useful to those on the front lines of peacebuilding and will contribute to the creation of a more peaceful and just world.
Chapter 1: Understanding the Dynamics of Radicalization and Peacebuilding in Mindanao, Philippines
The Mindanao region of the Philippines has long been characterized by conflict and violence, driven by a complex web of historical, political, and social factors. (McKenna, 1998 ; Bertrand, 2000). One of the most pressing issues in this region is the radicalization of children and youth by terrorist organizations such as Boko Haram and Al Shabaab. The recruitment of child soldiers and the spread of extremist ideology pose significant threats to regional stability, human security, and global peace.
To effectively address these challenges, it is crucial to understand the dynamics of radicalization and peacebuilding in Mindanao. This chapter provides a comprehensive overview of the historical, political, and social context of the region, explores the root causes of radicalization, and outlines the key strategies and approaches for preventing radicalization, rehabilitating child soldiers, and countering terrorist recruitment. (Ghosh et. al., 2016).
Section 1: Historical, Political, and Social Context of Mindanao
This section provides an overview of the historical, political, and social context of Mindanao, including its complex history of colonization, marginalization, and conflict. It explores the key political actors and dynamics that have shaped the region, including the Philippine government, separatist groups, and international actors.
Section 2: Root Causes of Radicalization
This section delves into the root causes of radicalization in Mindanao, including political grievances, poverty, and social exclusion. It examines the role of extremist ideology, religious and cultural factors, and the impact of conflict and violence on communities.
Section 3: Preventing Radicalization
This section outlines the key strategies and approaches for preventing radicalization in Mindanao. It explores the importance of community-based approaches, education, and youth engagement, as well as the role of media and technology in countering extremist messaging.
Section 4: Rehabilitation of Child Soldiers
This section focuses on the rehabilitation of child soldiers in Mindanao, exploring the challenges and opportunities for effective reintegration and rehabilitation programs. It examines the importance of psychological and social support, education, vocational training, and community engagement in the rehabilitation process.
Section 5: Countering Terrorist Recruitment
This section outlines the key strategies and approaches for countering terrorist recruitment in Mindanao, including the importance of intelligence gathering, border control, and international cooperation. It explores the role of community-based approaches, education, and economic development in countering extremist ideology and promoting peace and stability.
Conclusion
The dynamics of radicalization and peacebuilding in Mindanao are complex and multifaceted, requiring a comprehensive and integrated approach that addresses the root causes of conflict and violence. This chapter provides a foundation for understanding the key strategies and approaches for preventing radicalization, rehabilitating child soldiers, and countering terrorist recruitment in Mindanao. By building peaceful societies and promoting human security, we can create a brighter future for the region and the world.
Chapter 2: Mapping Fragilities and Complexities in Countering Terrorist Recruitment in Boko Haram and Al Shabaab | Child Soldiers Rehabilitation
Countering terrorist recruitment in regions like Boko Haram and Al Shabaab present significant challenges due to the complexities and fragilities inherent in these regions. These groups often target vulnerable populations, including children and youth, for recruitment into their ranks. The use of child soldiers is a particularly alarming tactic employed by these groups and one that requires a targeted response from those working to counter their recruitment efforts. In this chapter, we will explore the fragilities and complexities involved in countering terrorist recruitment in these regions and provide strategies for mapping these challenges in order to develop effective counterterrorism initiatives.
Mapping Fragilities and Complexities
Mapping the fragilities and complexities in countering terrorist recruitment involves identifying the underlying factors that contribute to the recruitment of vulnerable populations, including poverty, political instability, and weak governance. (Krueger & Malečková, 2003). These factors are often interconnected and can create a feedback loop that exacerbates the recruitment problem. For example, political instability can lead to weak governance, which in turn can lead to poverty and increased vulnerability to terrorist recruitment.
Another important factor to consider is the role of ideology in recruitment efforts. Boko Haram and Al Shabaab, for example, are both Islamist extremist groups that seek to recruit followers through a distorted interpretation of Islamic teachings. (Comolli, 2015). Understanding the role of ideology in recruitment efforts is essential for developing effective counterterrorism initiatives that address the root causes of radicalization.
In addition to these factors, there are other complexities involved in countering terrorist recruitment, including the use of social media and online platforms for recruitment and radicalization. These platforms provide a powerful tool for extremist groups to spread their ideology and recruit vulnerable populations, making it difficult for law enforcement and intelligence agencies to monitor and disrupt these activities.
Developing Strategies for Fragility and Complexity Mapping
To effectively map the fragilities and complexities involved in countering terrorist recruitment in Boko Haram and Al Shabaab, it is necessary to develop a comprehensive strategy that considers all the factors involved. This strategy should involve a multi-disciplinary approach, incorporating input from experts in fields such as political science, psychology, and sociology, among others.
A key element of this strategy is the use of data analytics and other forms of technology to identify patterns and trends in recruitment efforts. (Johnson et. al., 2016). This can involve analyzing social media and online activity, as well as tracking financial transactions and other indicators of terrorist activity. This data can be used to inform the development of targeted counterterrorism initiatives that address the specific vulnerabilities and challenges present in these regions.
Conclusion
Countering terrorist recruitment in regions like Boko Haram and Al Shabaab is a complex and multifaceted challenge that requires a comprehensive and targeted response. Mapping the fragilities and complexities involved in these efforts is essential for developing effective counterterrorism initiatives that address the root causes of radicalization and provide support for vulnerable populations. By using a multi-disciplinary approach and incorporating data analytics and other forms of technology, we can develop strategies that are both effective and sustainable, and that can help to build peaceful societies in conflict-ridden regions.
Chapter 3: Designing and Conducting Effective Research for Countering Radicalization and Rehabilitating Child Soldiers
Research is the foundation of effective counter-radicalization and child soldier rehabilitation strategies. Without a comprehensive understanding of the root causes and dynamics of radicalization and child soldiering, interventions are unlikely to succeed. (Betancourt et. al., 2013). However, designing and conducting research in conflict-ridden regions presents unique challenges, including limited access to data, security risks, and cultural and language barriers. This chapter provides a step-by-step guide for designing and conducting effective research in such environments.
Step 1: Identify the Research Objectives
The first step in designing effective research is to identify the research objectives. This involves defining the specific questions the research aims to answer and determining the scope of the study. In the case of countering radicalization and rehabilitating child soldiers, the research objectives may include understanding the root causes of radicalization and child soldiering, identifying effective strategies for prevention and intervention, and evaluating the impact of existing programs.
Step 2: Develop the Research Design
The next step is to develop the research design. This involves selecting the research methods and tools that will be used to collect and analyze data. The research design should be tailored to the specific research objectives and consider the unique challenges of conducting research in conflict-ridden regions. Common research methods include surveys, interviews, focus groups, and observation. Data analysis tools may include statistical software, content analysis, and qualitative analysis techniques.
Step 3: Recruit Research Participants
Recruiting research participants in conflict-ridden regions can be challenging due to security concerns and cultural sensitivities. It is important to develop a recruitment strategy that is sensitive to local cultural norms and is designed to minimize risks to participants and researchers. (Mack et. al., 2005). Recruitment methods may include working with local partners and gatekeepers, using snowball sampling techniques, and leveraging existing networks and relationships.
Step 4: Collect and Analyze the Data
Collecting and analyzing data in conflict-ridden regions requires careful planning and execution. Researchers must be mindful of security risks and cultural sensitivities and take steps to ensure the safety and privacy of participants. Data collection methods may include conducting surveys, interviews, or focus groups, as well as collecting data from secondary sources such as media reports and government documents. Data analysis techniques should be tailored to the research design and objectives and may include statistical analysis, content analysis, and qualitative analysis techniques.
Step 5: Evaluate and Disseminate Research Findings
The final step in conducting effective research is to evaluate and disseminate research findings. This involves analyzing the data collected, drawing conclusions, and making recommendations for policy and practice. It is important to disseminate research findings widely to maximize their impact and ensure that they inform policy and practice. (Lavis et. al., 2003). Dissemination methods may include publishing research reports, presenting findings at conferences and workshops, and engaging with policymakers, practitioners, and other stakeholders.
Conclusion
Designing and conducting effective research is critical for countering radicalization and rehabilitating child soldiers in conflict-ridden regions. By following a systematic approach to research design and implementation, researchers can overcome the unique challenges of working in such environments and produce actionable insights that inform policy and practice.
Chapter 4: Using Data to Inform Impactful Change Management Strategies in Preventing Radicalization and Rehabilitating Child Soldiers
Data plays a critical role in the effective design and implementation of change management strategies aimed at preventing radicalization and rehabilitating child soldiers. The accurate collection, analysis, and interpretation of data can provide valuable insights into the root causes of radicalization and help identify the most effective interventions to address this phenomenon. (Betancourt & Kahn, 2008). Similarly, data-driven approaches to rehabilitation can help track progress, evaluate the effectiveness of programs, and inform future policy and programming decisions. In this chapter, we will explore the importance of data in designing and implementing effective strategies for preventing radicalization and rehabilitating child soldiers.
Understanding the Role of Data in Change Management
- Effective change management strategies require a comprehensive understanding of the problem at hand, and data is a critical component in gaining such an understanding. Data can help identify the root causes of radicalization and the factors that contribute to the recruitment of child soldiers. For example, data analysis can reveal the demographic characteristics of individuals most vulnerable to radicalization, the role of social media in radicalization, and the impact of socioeconomic factors on radicalization.
Collecting and Analyzing Data
- The collection and analysis of data requires a systematic and rigorous approach. Data collection methods can include surveys, interviews, focus groups, and case studies. The data collected should be analyzed using appropriate statistical and qualitative analysis techniques, and the results should be presented in a clear and concise manner. (Creswell & Creswell, 2017).
Interpreting Data
- Interpreting data requires a deep understanding of the context in which the data was collected. It is important to examine the data within the broader socio-political context and to consider the nuances of the local culture. For example, the same data set may have different implications in different regions, depending on factors such as political stability, access to education, and historical context.
Using Data to Inform Policy and Programming
- Data can provide valuable insights into the effectiveness of different interventions and help identify areas where improvements can be made. By tracking progress, it is possible to identify what works and what does not work in preventing radicalization and rehabilitating child soldiers. (Wessells, 2006). This information can be used to inform policy and programming decisions, making it possible to allocate resources to interventions that are most effective.
Conclusion
The use of data-driven approaches in designing and implementing change management strategies for preventing radicalization and rehabilitating child soldiers is critical. The collection, analysis, and interpretation of data can provide valuable insights into the root causes of radicalization and the most effective interventions to address this phenomenon. Similarly, data-driven approaches to rehabilitation can help track progress, evaluate the effectiveness of programs, and inform future policy and programming decisions. By leveraging the power of data, it is possible to design and implement effective strategies that can help prevent radicalization and rehabilitate child soldiers, building peaceful societies in conflict-ridden regions.
Chapter 5: Developing Capacities for Sustainable Prevention of Radicalization and Rehabilitation of Child Soldiers
The rehabilitation and prevention of radicalization in conflict-ridden regions, as well as the rehabilitation of child soldiers, requires a sustainable approach that involves the development of capacities at various levels. Capacity building is a long-term process that involves the strengthening of existing resources, structures, and skills in order to achieve sustainable outcomes. In this chapter, we explore the various strategies and approaches that can be employed to develop capacities for sustainable prevention of radicalization and rehabilitation of child soldiers in conflict-ridden regions.
Capacity Building Strategies
The following are some of the capacity-building strategies that can be employed to prevent radicalization and rehabilitate child soldiers in conflict-ridden regions:
- Strengthening Local Institutions: The first step in developing capacities for sustainable prevention of radicalization and rehabilitation of child soldiers is to strengthen local institutions such as community-based organizations, civil society groups, and faith-based organizations. (Betancourt et. al., 2008). These institutions are often the first responders in situations of conflict and play a vital role in prevention and rehabilitation efforts. By strengthening their capacity, they are better equipped to respond to the needs of affected communities.
- Training and Education: Training and education are essential components of capacity building. Training should be provided to local actors on topics such as conflict management, trauma healing, and child protection. This will enhance their ability to identify and respond to the needs of affected communities. Education is also important in promoting long-term sustainability by ensuring that communities have the necessary knowledge and skills to prevent radicalization and rehabilitate child soldiers. (Bensalah et. al., 2001).
- Partnerships and Collaboration: Collaboration and partnerships with international and national organizations are crucial in developing capacities for sustainable prevention of radicalization and rehabilitation of child soldiers. Partnerships can provide resources, technical expertise, and funding to support local efforts. Collaboration can also facilitate the exchange of ideas, best practices, and lessons learned.
- Community Mobilization: Community mobilization is critical in developing capacities for sustainable prevention of radicalization and rehabilitation of child soldiers. Communities should be actively involved in prevention and rehabilitation efforts. Mobilizing community resources and expertise can help build sustainable prevention and rehabilitation programs.
- Resource Mobilization: Resource mobilization is essential in developing capacities for sustainable prevention of radicalization and rehabilitation of child soldiers. (Boothby et. al., 2006). Funding and resources are necessary to support prevention and rehabilitation efforts. Mobilizing resources from various sources such as government, private sector, and international donors is critical in sustaining prevention and rehabilitation programs.
Conclusion
Developing capacities for sustainable prevention of radicalization and rehabilitation of child soldiers is a long-term process that requires the strengthening of existing resources, structures, and skills. Strategies such as strengthening local institutions, training and education, partnerships and collaboration, community mobilization, and resource mobilization are crucial in developing sustainable prevention and rehabilitation programs. A sustainable approach to prevention and rehabilitation will contribute to building peaceful societies in conflict-ridden regions.
Chapter 6: Integrating Identity Politics, Inclusion, and Restorative Justice in Radicalization Prevention and Rehabilitation of Child Soldiers
Radicalization and the use of child soldiers are often linked to issues of identity, exclusion, and injustice. To effectively prevent radicalization and rehabilitate child soldiers, it is important to address these underlying factors. This chapter will explore how identity politics, inclusion, and restorative justice can be integrated into strategies for radicalization prevention and rehabilitation of child soldiers in conflict-ridden regions.
Understanding Identity Politics
Identity politics refers to the ways in which individuals and groups form their identities based on social, cultural, and political factors. (Smith, 2019). In conflict-ridden regions, identity politics can be a significant driver of radicalization and the use of child soldiers. Marginalized groups may feel excluded from political and social systems, leading to feelings of injustice and a sense of identity-based grievance. This can make them more susceptible to recruitment by terrorist groups.
Inclusion and Empowerment
To prevent radicalization and the use of child soldiers, it is essential to promote inclusion and empowerment. (United Nations Development Programme, 2016). This means ensuring that marginalized groups have a voice in decision-making processes, and can access education, employment, and other opportunities. Inclusion can help to reduce feelings of exclusion and injustice and promote a sense of belonging and attachment to society.
Restorative Justice
Restorative justice is a philosophy that emphasizes repairing harm and restoring relationships, rather than punishment. In the context of radicalization prevention and rehabilitation of child soldiers, restorative justice can be used to address underlying issues of exclusion and injustice. It can also help to address the harm caused by radicalization and the use of child soldiers and promote reconciliation between different groups.
Integrating Identity Politics, Inclusion, and Restorative Justice
Effective strategies for radicalization prevention, and rehabilitation of child soldiers should incorporate elements of identity politics, inclusion, and restorative justice. (United Nations, 2017). This may include promoting political and social inclusion of marginalized groups, providing education and employment opportunities, and utilizing restorative justice practices to address harm and promote reconciliation.
Conclusion
Addressing issues of identity, exclusion, and injustice is essential for effective radicalization prevention and rehabilitation of child soldiers. By promoting inclusion and empowerment, and utilizing restorative justice practices, we can work towards building peaceful societies in conflict-ridden regions.
Chapter 7: Building Global Citizenship Programs for Sustainable Countering of Terrorist Recruitment and Rehabilitation of Child Soldiers
The threat of terrorism has become a global issue in recent years, with extremist groups recruiting individuals across borders and continents. The rehabilitation and reintegration of former child soldiers and individuals who have been radicalized is a complex process that requires a multi-dimensional approach. (UNICEF, 2018). Building global citizenship programs is an effective way to prevent radicalization and promote the rehabilitation and reintegration of former child soldiers. This chapter aims to provide a comprehensive guide to building global citizenship programs for sustainable countering of terrorist recruitment and rehabilitation of child soldiers.
Step 1: Establish partnerships
Building a successful global citizenship program requires the establishment of partnerships with key stakeholders. These stakeholders may include governments, NGOs, community leaders, and local organizations. Partnerships are essential to ensure the program’s success and sustainability as they provide a range of resources, expertise, and networks. Partnerships can help secure funding, identify, and recruit participants, and provide technical support for program design and implementation. (Babiak & Thibault, 2008).
Step 2: Develop a curriculum
The development of a comprehensive curriculum is critical to the success of a global citizenship program. The curriculum should be designed to promote critical thinking, cultural awareness, and social responsibility. It should be age-appropriate and tailored to the needs and experiences of the participants. The curriculum should also include modules that address the root causes of radicalization and promote peaceful coexistence.
Step 3: Recruitment and selection of participants
The recruitment and selection of participants is a crucial step in building a successful global citizenship program. (Patton, 2008). The program should target individuals who are at risk of radicalization, including former child soldiers and those who have been exposed to extremist ideologies. Participants should be selected based on their motivation to participate in the program, their willingness to learn, and their commitment to positive change.
Step 4: Program implementation
The implementation of the global citizenship program should be done with sensitivity to local cultural and social norms. The program should be implemented in a safe and supportive environment that promotes learning and participation. The curriculum should be delivered by qualified trainers who have experience in the subject matter and can effectively engage with participants.
Step 5: Monitoring and Evaluation
Monitoring and evaluation are critical components of any global citizenship program. The program’s success should be measured based on specific goals and objectives, such as changes in attitudes, behavior, and knowledge. Evaluation should be done using both qualitative and quantitative methods to ensure that the program is meeting its objectives.
Step 6: Sustainability
Sustainability is essential to ensure the program’s long-term impact. The program should be designed to create a network of individuals who can act as ambassadors of change in their communities. The program should also be integrated into existing systems and structures to ensure its continuation beyond the initial implementation phase.
Conclusion
Building global citizenship programs for sustainable countering of terrorist recruitment and rehabilitation of child soldiers is a challenging but essential task. The program’s success depends on the establishment of partnerships, development of a comprehensive curriculum, recruitment, and selection of participants, effective program implementation, monitoring and evaluation, and sustainability. By following these steps, it is possible to build effective global citizenship programs that promote peace, inclusivity, and sustainable change.
Chapter 8: Providing Education for Sustainability in Emergencies: Armed Conflict, Disaster, and Health Crises for Children at Risk of Radicalization
In conflict-ridden regions, emergencies such as armed conflicts, disasters, and health crises increase the vulnerability of children to radicalization. (UNICEF, 2019). These emergencies disrupt education systems and expose children to violence and trauma, leaving them vulnerable to the influence of extremist ideologies. To prevent radicalization and promote sustainable peace, it is crucial to provide education in emergencies that are tailored to the specific needs and contexts of children at risk. This chapter outlines strategies for providing education for sustainability in emergencies in conflict-ridden regions.
Step 1: Conduct Needs Assessments
The first step in providing education in emergencies is to conduct needs assessments to determine the specific needs of children and their families. Needs assessments should consider the local context, including the nature and severity of the emergency, the availability of resources, and the cultural and social norms of the community. It is important to involve the affected communities in the assessment process to ensure that their perspectives and priorities are reflected in the education programs.
Step 2: Develop Context-Specific Education Programs
Based on the results of the needs assessments, education programs should be developed that are context-specific and responsive to the needs of children and their families. Education programs should prioritize the psychosocial well-being of children, providing safe spaces and support for trauma recovery. (Save the Children, 2017). The programs should be flexible and adaptable to changing circumstances, such as the shifting nature of conflict or the evolving response to a health crisis. It is important to involve local stakeholders, including parents, teachers, and community leaders, in the design and implementation of educational programs to ensure their relevance and sustainability.
Step 3: Ensure Equitable Access to Education
In emergencies, certain groups of children may be more vulnerable to radicalization than others, including children with disabilities, girls, and children from marginalized communities. Education programs should prioritize equitable access to education, ensuring that all children have access to safe and inclusive learning environments. This may require special accommodations, such as accessible facilities or gender-sensitive teaching methods, to ensure that all children can participate fully in the education programs.
Step 4: Ensure Quality Education
Education in emergencies can be challenging due to the disruptions to education systems and the limited availability of resources. However, it is essential to ensure that the education provided is of high quality and meets the needs of children for their long-term well-being. Quality education should prioritize learning outcomes that are relevant to the local context, such as peacebuilding and conflict resolution skills. Teachers should be adequately trained and supported to provide effective education in challenging circumstances.
Step 5: Provide Sustainable Support
Education in emergencies should be designed to provide sustainable support for children and their families beyond the emergency period. (United Nations, 2019). This may include building the capacity of local education systems, providing vocational training and livelihood support, or facilitating access to social services. The education programs should be designed with a long-term perspective, recognizing that the impacts of emergencies can be long-lasting and require sustained support.
Conclusion
Providing education for sustainability in emergencies is crucial to prevent radicalization and promote sustainable peace in conflict-ridden regions. To ensure the effectiveness and sustainability of education programs, it is important to involve local stakeholders in the design and implementation of the programs, prioritize equitable access and high-quality education, and provide sustainable support beyond the emergency period. Education can be a powerful tool for building resilient communities that are able to prevent radicalization and promote sustainable peace in the face of emergencies.
Chapter 9: Gender and Peacebuilding: Understanding Women's Role in Countering Radicalization and Rehabilitating Child Soldiers
In conflict-ridden regions, women are often disproportionately affected by violence, displacement, and marginalization. However, they also have a critical role to play in peacebuilding, including the prevention of radicalization and the rehabilitation of child soldiers. This chapter will explore the ways in which gender plays a role in these processes and how the inclusion of women can lead to more effective and sustainable outcomes.
Gendered Dimensions of Radicalization
Radicalization often has gendered dimensions, with men and women experiencing different forms of marginalization and vulnerability. For example, men may be more susceptible to recruitment into armed groups due to economic insecurity or feelings of social isolation, while women may be targeted for sexual violence or forced recruitment as “wives” or support personnel. Women’s experiences of violence and trauma can also contribute to feelings of anger and resentment that may make them more vulnerable to radicalization.
However, women are not just victims of radicalization. They can also play important roles in preventing it. Women may be better positioned to identify early warning signs of radicalization in their communities and to intervene before it becomes a more significant problem. (Li, Q., & Lichbach, M. I. (2017). They can also use their influence as mothers, sisters, and community leaders to promote messages of peace and tolerance and to counter extremist narratives.
Gendered Dimensions of Child Soldiering
Like radicalization, child soldiering also has gendered dimensions. Boys are often targeted for recruitment as combatants, while girls may be forced to serve as “wives” or support personnel. Both boys and girls are subjected to extreme violence and trauma, but girls may also experience sexual violence and exploitation. Girls who become pregnant may be further stigmatized and marginalized.
Women can play an important role in rehabilitating child soldiers, particularly girls. They can provide a safe and supportive environment for healing and recovery and may be better able to address the specific needs and experiences of girls. Women can also advocate for policies and programs that prioritize the rehabilitation and reintegration of child soldiers, including girls, and work to reduce the stigma and discrimination that they may face. (United Nations, 2017).
Including Women in Peacebuilding Efforts
To effectively prevent radicalization and rehabilitate child soldiers, it is essential to include women in peacebuilding efforts. (UN Women, 2020). This means recognizing and addressing the specific challenges that women face, including discrimination and marginalization, and ensuring their meaningful participation in decision-making processes. Women’s perspectives and experiences can provide valuable insights and help to develop more effective and sustainable strategies.
One way to promote women’s inclusion in peacebuilding is through the implementation of gender-sensitive policies and programs. This includes ensuring that women have access to education, healthcare, and other essential services, as well as providing training and capacity-building opportunities that enable them to participate in peacebuilding efforts. It also means ensuring that women are represented in peace negotiations and decision-making processes.
Conclusion
Women have an important role to play in countering radicalization and rehabilitating child soldiers. By recognizing the gendered dimensions of these processes and promoting women’s inclusion in peacebuilding efforts, we can develop more effective and sustainable strategies for building peaceful societies in conflict-ridden regions.
Chapter 10: The Role of Formal Education in Cultivating Cultures of Peace and Nonviolence in Conflict-Ridden Regions
Formal education has long been recognized as a fundamental tool in shaping the future of society. Education provides individuals with the knowledge and skills necessary to navigate the world around them, and it has the potential to promote peace and nonviolence in conflict-ridden regions. The purpose of this chapter is to examine the role of formal education in cultivating cultures of peace and nonviolence in conflict-ridden regions.
Understanding the Role of Education in Conflict
Education can play a pivotal role in conflict prevention and resolution. (UNESCO, 2018). Education provides individuals with the knowledge and skills necessary to understand the root causes of conflict, recognize the signs of violence, and develop strategies to prevent and resolve conflict. Education can also help to promote respect for diversity and tolerance, which are essential elements of peacebuilding.
In conflict-ridden regions, however, education can also be a source of conflict. Education systems may perpetuate existing inequalities and may be used as a tool for propaganda or indoctrination. In some cases, education may be completely disrupted by conflict, leaving children without access to formal education and exposing them to the risk of exploitation and radicalization.
The Role of Formal Education in Cultivating Cultures of Peace and Nonviolence
Formal education can play a significant role in cultivating cultures of peace and nonviolence in conflict-ridden regions. This can be achieved through the following strategies:
- Developing curricula that promote peace and nonviolence: Education systems can promote peace and nonviolence by developing curricula that promote conflict resolution, human rights, tolerance, and respect for diversity. (UNICEF, 2019). These curricula can be incorporated into all levels of education, from primary to tertiary, and can be taught by trained and qualified teachers.
- Training teachers in conflict resolution and peacebuilding: Teachers play a crucial role in shaping the attitudes and behaviors of their students. By providing teachers with training in conflict resolution and peacebuilding, they can become agents of change in their communities. This training can be delivered through professional development programs, workshops, and seminars.
- Providing safe and inclusive learning environments: Schools must be safe and inclusive spaces that promote diversity and equality. Schools can achieve this by creating policies that prohibit discrimination, bullying, and violence, and by ensuring that students have access to safe transportation, clean water, and adequate facilities.
- Engaging parents and communities: Parents and communities play a significant role in shaping the attitudes and behaviors of young people. By engaging parents and communities in the education process, education systems can promote values of peace and nonviolence at the community level.
- Encouraging student participation in peacebuilding activities: Student participation in peacebuilding activities can help to promote the values of peace and nonviolence. Activities can include peer mediation, conflict resolution training, and community service projects. (World Bank, 2011).
Conclusion
Formal education has the potential to promote peace and nonviolence in conflict-ridden regions. Through developing curricula that promote peace and nonviolence, training teachers in conflict resolution and peacebuilding, providing safe and inclusive learning environments, engaging parents, and communities, and encouraging student participation in peacebuilding activities, education systems can become agents of change in promoting peace and nonviolence. However, education systems must also recognize the potential for education to be used as a tool for propaganda or indoctrination and must be vigilant in promoting values of peace and nonviolence.
Chapter 11: Education for Peace: Key Topics and Concepts for Cultivating a Culture of Peace and Countering Radicalization
Education is a powerful tool for promoting peace and preventing radicalization. By teaching key topics and concepts, students can develop critical thinking skills and become active agents of change in their communities. This chapter will discuss key topics and concepts that are important in promoting a culture of peace and countering radicalization through education.
- Understanding Conflict: Understanding conflict is an important aspect of promoting peace. Students should be taught to recognize different forms of conflict and understand their causes. This includes conflicts between individuals, communities, and nations, as well as conflicts arising from social, economic, and political factors. Students should also learn how to identify and analyze the root causes of conflict, and how to develop strategies for resolving conflict peacefully.
- Human Rights: Promoting human rights is a key component of building a culture of peace. (United Nations, 1948). Students should learn about the different types of human rights, including civil, political, economic, social, and cultural rights. They should also understand the role of international human rights law, and how it can be used to protect and promote human rights.
- Interfaith Dialogue: Interfaith dialogue is an important tool for promoting understanding and respect between different religious communities. (Al-Marwani, 2013). Students should learn about the basic beliefs and practices of different religions, and how to engage in respectful dialogue with people from different faiths. They should also learn how to identify and counter religious extremism and radicalization.
- Nonviolence: Nonviolence is a key concept in promoting peace. Students should learn about the principles of nonviolence and how they can be applied to different situations. They should also learn about the history of nonviolent movements and the role of nonviolence in social and political change.
- Gender Equality: Gender inequality is a major factor in promoting conflict and violence. Students should learn about the importance of gender equality, and how to promote it in their communities. This includes addressing issues such as gender-based violence, access to education and healthcare, and economic empowerment for women.
- Media Literacy: The media plays an important role in shaping public opinion and can be a powerful tool for promoting peace or perpetuating conflict. Students should learn how to critically analyze media messages and identify bias and misinformation. They should also learn how to use media responsibly to promote positive social change. (Livingstone & Helsper, 2006).
- Active Citizenship: Active citizenship is an important aspect of promoting peace. Students should learn about their rights and responsibilities as citizens, and how they can engage in active citizenship to promote social and political change. This includes understanding how to participate in democratic processes, advocacy, and community organizing.
In conclusion, education is a powerful tool for promoting peace and countering radicalization. By teaching key topics and concepts, students can become active agents of change in their communities. Through understanding conflict, human rights, interfaith dialogue, nonviolence, gender equality, media literacy, and active citizenship, students can develop the critical thinking skills and knowledge necessary to promote a culture of peace and nonviolence in conflict-ridden regions.
Chapter 12: Education by Peace: Fostering the Pedagogy of Peace in Teaching and Learning to Prevent Radicalization and Rehabilitate Child Soldiers
Education is one of the most powerful tools for preventing radicalization and rehabilitating child soldiers. (Betancourt et. al., 2013). In conflict-ridden regions, education can help foster a culture of peace, promote tolerance and understanding, and develop critical thinking skills that enable individuals to resist the lure of extremist groups. However, education alone is not enough. To be effective, education must be designed and delivered in a way that promotes peace and nonviolence. This requires a pedagogy of peace that is centered on the values of compassion, empathy, and respect for diversity. This chapter explores the key concepts and strategies for fostering a pedagogy of peace in teaching and learning.
1. Understanding the Pedagogy of Peace
The pedagogy of peace is a teaching and learning approach that is rooted in the values of peace, nonviolence, and social justice. It involves creating a learning environment that is conducive to promoting the values of respect, tolerance, and understanding. It aims to help students develop critical thinking skills and the ability to solve problems in a nonviolent way. The pedagogy of peace also involves creating a culture of dialogue, where individuals can discuss and address issues in a respectful and peaceful manner.
2. Strategies for Fostering the Pedagogy of Peace
2.1 Creating a Safe and Supportive Learning Environment
Creating a safe and supportive learning environment is essential for fostering the pedagogy of peace. This involves creating a classroom culture that is free from bullying, discrimination, and violence. Teachers should establish clear expectations for behavior and create opportunities for students to engage in collaborative learning. Teachers can also use restorative justice practices to address conflicts in a nonpunitive way.
2.2 Teaching Social and Emotional Learning
Social and emotional learning (SEL) is the process through which individuals develop the skills to manage emotions, form positive relationships, and make responsible decisions. SEL is critical for promoting the pedagogy of peace because it helps students develop empathy, compassion, and respect for others. (Durlak et. al., 2011). Teachers can incorporate SEL into their curriculum by teaching communication skills, conflict resolution, and emotional regulation.
2.3 Promoting Global Citizenship Education
Global citizenship education (GCE) is a pedagogical approach that aims to promote a sense of belonging to a global community and the values of social justice, equality, and human rights. GCE can help students understand the root causes of conflict and the importance of working toward peace and nonviolence. Teachers can incorporate GCE into their curriculum by teaching about global issues, such as poverty, inequality, and human rights abuses.
2.4 Incorporating Service-Learning
Service-learning is a pedagogical approach that combines classroom instruction with community service. It provides opportunities for students to engage in meaningful community service while also learning about social issues. Service learning can help students develop empathy, compassion, and a sense of civic responsibility. (Eyler & Giles Jr, 1999). Teachers can incorporate service learning into their curriculum by designing projects that address community needs.
Conclusion
The pedagogy of peace is essential for preventing radicalization and rehabilitating child soldiers. Fostering the pedagogy of peace requires creating a safe and supportive learning environment, teaching social and emotional learning, promoting global citizenship education, and incorporating service learning. These strategies can help educators develop critical thinking skills, empathy, and compassion in students, which are essential for promoting a culture of peace and nonviolence. By fostering the pedagogy of peace in teaching and learning, we can help build a more peaceful and just world for all.
Chapter 13: Rethinking Traditional Education Structures and Systems to Support Radicalization Prevention and Rehabilitation of Child Soldiers
In conflict-ridden regions, traditional education structures and systems may not be sufficient to support the prevention of radicalization and the rehabilitation of child soldiers. This chapter explores the need to rethink and adapt traditional education structures and systems to better address the unique challenges of conflict-affected areas. Specifically, it examines the importance of incorporating peace education, community involvement, and flexible learning approaches to support radicalization prevention and the rehabilitation of child soldiers.
The Importance of Peace Education
Traditional education often focuses on academic achievement rather than on developing social and emotional skills that can help prevent radicalization and promote peace. Peace education is an approach to teaching and learning that seeks to develop knowledge, skills, and attitudes that promote peace, nonviolence, and respect for human rights. (Johnson & Johnson, 2013). By integrating peace education into the curriculum, educators can help children develop critical thinking, conflict resolution, and communication skills, which can support peaceful coexistence and prevent radicalization.
Community Involvement
Community involvement is crucial in supporting radicalization prevention and the rehabilitation of child soldiers. Communities can provide valuable support and resources for children and families affected by conflict. (McGuinness & Smith (Eds.)., 2016). They can also play a key role in identifying and addressing the root causes of radicalization and extremism. By involving communities in the design and implementation of education programs, educators can better understand the local context and develop more effective strategies to prevent radicalization and support the rehabilitation of child soldiers.
Flexible Learning Approaches
In conflict-affected areas, traditional education systems may not be accessible or effective. Children may be unable to attend school due to violence, displacement, or poverty. In addition, traditional teaching methods may not be culturally appropriate or relevant to the local context. Flexible learning approaches, such as distance learning, mobile learning, or community-based education, can help overcome these challenges and provide access to education for children affected by conflict. These approaches can also be tailored to local contexts and incorporate culturally relevant content to promote peace and prevent radicalization. (UNICEF, 2012).
Conclusion
Traditional education structures and systems may not be sufficient to support radicalization prevention and the rehabilitation of child soldiers in conflict-affected areas. By incorporating peace education, community involvement, and flexible learning approaches, educators can better address the unique challenges of conflict-affected areas and support the development of a culture of peace. Rethinking traditional education structures and systems can help ensure that all children have access to quality education and the opportunity to grow up in a peaceful and stable environment.
Chapter 14: Creating and Sustaining Peace-Based Learning Schools: Design, Curriculum, and Funding Strategies for At-Risk Children
In conflict-ridden regions, education is often one of the first casualties of war. (United Nations Children’s Fund, 2019). Schools are destroyed, teachers are killed, and children are forced to drop out of school to escape violence. As a result, many children in these areas are at risk of being radicalized or recruited into armed groups. (United Nations Office on Drugs and Crime, 2019). However, education can also be a powerful tool for promoting peace and preventing radicalization. In this chapter, we will explore the design, curriculum, and funding strategies for creating and sustaining peace-based learning schools for at-risk children in conflict-ridden regions.
Design Strategies
Designing a peace-based learning school requires careful planning and consideration. Below are some key strategies for designing a school that promotes peace and prevents radicalization:
- Location: The location of the school should be carefully considered to ensure that it is safe and accessible for children in the area. The school should also be built in a way that minimizes the risk of damage or destruction during times of conflict.
- Physical Design: The physical design of the school should promote a sense of community and inclusiveness. This can be achieved through the use of open spaces, natural lighting, and flexible learning areas that allow for collaboration and interaction among students.
- Security: The school should be designed with security in mind. This can include the use of security cameras, metal detectors, and secure entrances and exits to ensure the safety of students and staff.
- Sustainability: The school should be designed to be environmentally sustainable, with features such as renewable energy sources and water-saving systems.
Curriculum Strategies
The curriculum of a peace-based learning school should be designed to promote critical thinking, empathy, and conflict-resolution skills. Below are some key strategies for developing a curriculum that promotes peace and prevents radicalization:
- Multicultural Education: The curriculum should reflect the diversity of the community and promote multicultural education. This can include the inclusion of local history and cultural practices in the curriculum, as well as the integration of global perspectives. (Banks, 2013).
- Conflict Resolution: The curriculum should include modules on conflict resolution and mediation skills, teaching students how to manage conflicts in a peaceful and constructive manner.
- Human Rights: The curriculum should include lessons on human rights, emphasizing the importance of respect for human dignity and equality.
- Digital Literacy: The curriculum should include lessons on digital literacy and media literacy, teaching students how to critically evaluate online sources of information and identify propaganda and false narratives.
Funding Strategies
Creating and sustaining peace-based learning schools in conflict-ridden regions can be challenging, especially in terms of funding. Below are some key funding strategies for supporting the establishment and maintenance of peace-based learning schools:
- Private Philanthropy: Private philanthropy can provide significant funding for the establishment and maintenance of peace-based learning schools. Private foundations, corporations, and wealthy individuals can be approached to provide funding for such schools.
- Government Funding: Government funding can also be a source of support for peace-based learning schools. Governments can be approached to provide funding for such schools, either through national budgets or international aid programs.
- Public-Private Partnerships: Public-private partnerships can be established to provide funding and support for peace-based learning schools. Private companies can provide financial support, while governments can provide regulatory and policy support.
Conclusion
Peace-based learning schools can be powerful tools for promoting peace and preventing radicalization in conflict-ridden regions. By carefully considering the design, curriculum, and funding strategies for such schools, it is possible to create sustainable educational institutions that promote critical thinking, conflict resolution skills, and respect for human rights. As such, the establishment and maintenance of peace-based learning schools should be a priority for governments, private philanthropy, and nongovernmental organizations.
Chapter 15: Developing Effective Conflict Resolution and Peer Mediation Programs for Diverse Communities in Conflict-Ridden Regions
Conflict is an inevitable part of life, and in conflict-ridden regions, it can often escalate into violence and even war. In such contexts, effective conflict resolution and mediation are essential to building peaceful societies. This chapter will explore the development of effective conflict resolution and peer mediation programs for diverse communities in conflict-ridden regions. We will discuss the importance of these programs, the key principles of conflict resolution, and the steps involved in designing and implementing effective conflict resolution and peer mediation programs.
The Importance of Conflict Resolution and Peer Mediation Programs
Conflict resolution and peer mediation programs are important for several reasons. First, they promote the peaceful resolution of conflicts, reducing the likelihood of violence and war. (Bush et. al., 2005). Second, they empower individuals to take control of conflicts in their lives, rather than relying on external authorities. Third, they teach valuable life skills, such as effective communication and problem-solving, which can be applied in many contexts.
Key Principles of Conflict Resolution
Effective conflict resolution programs are based on several key principles. The first principle is the importance of active listening. Active listening involves listening to others without judgment, seeking to understand their perspective, and reflecting back on what they have said. This helps to build empathy and understanding, which are essential for resolving conflicts.
The second principle is the importance of mutual respect. This involves recognizing and valuing the dignity of all individuals, regardless of their position or background. Mutual respect helps to create an environment in which conflicts can be resolved peacefully.
The third principle is the importance of collaboration. Collaboration involves working together to find a mutually beneficial solution to a conflict. This requires a willingness to compromise and a focus on finding common ground.
Designing and Implementing Effective Conflict Resolution and Peer Mediation Programs
Designing and implementing effective conflict resolution and peer mediation programs involves several steps. The first step is to assess the needs of the community. (Galtung, 1996). This involves identifying the sources of conflict, the individuals and groups involved, and the resources available to address the conflict.
The second step is to develop a program that is tailored to the specific needs of the community. This may involve developing a curriculum that focuses on specific skills, such as active listening, problem-solving, and mediation. It may also involve training community members to act as mediators or facilitators.
The third step is to implement the program. This may involve working with local schools or community organizations to integrate the program into existing structures. It may also involve recruiting and training individuals to act as peer mediators or facilitators.
The fourth step is to evaluate the program’s effectiveness. This involves gathering data on the program’s outcomes, such as the number of conflicts resolved, the satisfaction of participants, and the impact of the program on the community.
Funding Strategies for Conflict Resolution and Peer Mediation Programs
Conflict resolution and peer mediation programs can be funded through a variety of sources. These include government grants, private foundations, and community organizations. It is important to identify potential sources of funding early in the program development process and to develop a comprehensive funding strategy. (Avruch, 1998).
Conclusion
Effective conflict resolution and peer mediation programs are essential for building peaceful societies in conflict-ridden regions. These programs promote the peaceful resolution of conflicts, empower individuals to take control of conflicts in their lives, and teach valuable life skills. Designing and implementing effective conflict resolution and peer mediation programs involves assessing the needs of the community, developing a tailored program, implementing the program, and evaluating its effectiveness. Funding for these programs can come from a variety of sources, and it is important to develop a comprehensive funding strategy.
Conclusion
In conclusion, building peaceful societies in conflict-ridden regions is a challenging but necessary endeavor. We have discussed various strategies for radicalization prevention, rehabilitation of child soldiers, and countering terrorist recruitment. Through the implementation of these strategies, we can begin to create a culture of peace and nonviolence in communities that have been plagued by conflict and violence.
It is important to recognize that there is no one-size-fits-all solution to the complex issue of building peaceful societies. Each community must be approached with a unique set of strategies that consider its historical, cultural, and social context. Furthermore, it is important to understand that building peaceful societies requires a long-term commitment that extends beyond the immediate cessation of violence.
To be successful, it is imperative that we involve all members of the community in the process of building peace. This includes not only government officials and community leaders but also ordinary citizens, including women and youth. By engaging all members of the community in the process, we can ensure that the solutions we develop are sustainable and responsive to the needs of the community.
Finally, it is important to recognize that building peaceful societies requires a multi-faceted approach that encompasses a range of strategies, including education, conflict resolution, economic development, and human rights. By working together and implementing a comprehensive range of strategies, we can create the conditions necessary for long-term peace and stability in conflict-ridden regions.
In conclusion, we must remain committed to the goal of building peaceful societies and continue to work towards this objective with determination and resolve. It is only through sustained effort and cooperation that we can create a more peaceful and just world for all.
References:
McKenna, T. M. (1998). Muslim Rulers and Rebels: Everyday Politics and Armed Separatism in the Southern Philippines. Berkeley: University of California Press.
Bertrand, J. (2000). Peace and Conflict in the Southern Philippines: Why the 1996 Peace Agreement is Fragile. Pacific Affairs, 73(3), 405-423.Ghosh, R.,
Chan, A., Manuel, A., & Dilimulati, M. (2016). Can Education Counter Violent Religious Extremism?. Canadian Foreign Policy Journal, 22(3), 117-133.
Krueger, A. B., & Malečková, J. (2003). Education, poverty and terrorism: Is there a causal connection? The Journal of Economic Perspectives, 17(4), 119-144.
Comolli, V. (2015). Boko Haram: Nigeria’s Islamist Insurgency. London: Hurst & Company.
Johnson, N. F., Zheng, M., Vorobyeva, Y., Gabriel, A., Qi, H., Velasquez, N., Manrique, P., Johnson, D., Restrepo, N. J., Song, C., & Wuchty, S. (2016). New online ecology of adversarial aggregates: ISIS and beyond. Science, 352(6292), 1459-1463.
Betancourt, T. S., Borisova, I., Williams, T. P., Meyers-Ohki, S. E., Rubin-Smith, J. E., Annan, J., & Kohrt, B. A. (2013). Research Review: Psychosocial adjustment and mental health in former child soldiers – a systematic review of the literature and recommendations for future research. Journal of Child Psychology and Psychiatry, 54(1), 17-36. https://doi.org/10.1111/j.1469-7610.2012.02620.x
Mack, N., Woodsong, C., MacQueen, K. M., Guest, G., & Namey, E. (2005). Qualitative research methods: A data collector’s field guide. Family Health International. ISBN 0-939704-88-4
Lavis, J. N., Robertson, D., Woodside, J. M., McLeod, C. B., & Abelson, J. (2003). How can research organizations more effectively transfer research knowledge to decision makers? The Milbank Quarterly, 81(2), 221-248. https://doi.org/10.1111/1468-0009.00085
Betancourt, T. S., & Kahn, K. T. (2008). The psychological impact of child soldiering. In E. Fernandez (Ed.), Trauma psychology in context: International vignettes and applications (pp. 1-18). American Psychological Association.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
Wessells, M. (2006). Child soldiers: From violence to protection. Harvard University Press.
Betancourt, T. S., Simmons, S., Borisova, I., Brewer, S. E., Iweala, U., & de la Soudière, M. (2008). High hopes, grim reality: Reintegration and the education of former child soldiers in Sierra Leone. Comparative Education Review, 52(4), 565-587. http://www.jstor.org/stable/10.1086/591301
Bensalah, K., Sinclair, M., Nacer, F. H., Commisso, G., & Bokova, I. (2001). Guidelines for improving the effectiveness of education in conflict-affected and fragile states. International Review of Education, 47(3-4), 317-331. https://doi.org/10.1023/A:1017998509807
Boothby, N., Strang, A., & Wessells, M. (2006). A world turned upside down: Social ecological approaches to children in war zones. Kumarian Press.
Smith, R. J. (2019). Identity Politics. In R. E. Goodin & M. T. Zürn (Eds.), The Oxford Handbook of Governance and Public Policy. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198794376.013.15
United Nations Development Programme. (2016). Journey to Extremism in Africa: Drivers, Incentives and the Tipping Point for Recruitment. United Nations Development Programme. https://www.undp.org/content/dam/rba/docs/Reports/Journey_to_extremism_in_Africa_Report2017.pdf
United Nations. (2017). Children and Peace: From Research to Action. United Nations. https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2018/05/UN_Children_and_Peace-Report_2017.pdf
UNICEF. (2018). Children and Armed Conflict: A challenge to sustainable development. United Nations Children’s Fund. https://www.unicef.org/reports/children-and-armed-conflict-challenge-sustainable-development
Babiak, K., & Thibault, L. (2008). Challenges in multiple cross-sector partnerships. Nonprofit and Voluntary Sector Quarterly, 37(1), 117–143. https://doi.org/10.1177/0899764007308903
Patton, M. Q. (2008). Utilization-Focused Evaluation (4th ed.). Sage Publications.
UNICEF. (2019). Education under fire: How conflict in the Middle East is depriving millions of children of their schooling. UNICEF. https://www.unicef.org/mena/reports/education-under-fire
Save the Children. (2017). Healing the invisible wounds: Why investing in children’s mental health is crucial during emergencies. Save the Children. https://resourcecentre.savethechildren.net/node/14136/pdf/healing-invisible-wounds-en.pdf
United Nations. (2019). Education for people and planet: Creating sustainable futures for all. United Nations. https://www.un.org/sustainabledevelopment/wp-content/uploads/2019/07/6_Education.pdf
Li, Q., & Lichbach, M. I. (2017). Why Women Rebel: Insights from Rebels in the Third World. International Studies Quarterly, 61(1), 180–191. https://doi.org/10.1093/isq/sqw058
United Nations. (2017). Report of the Secretary-General on Children and Armed Conflict. https://www.un.org/children/conflict/english/reports.shtml
UN Women. (2020). Women’s Leadership and Participation. https://www.unwomen.org/en/what-we-do/leadership-and-political-participation
UNESCO. (2018). Education for peace, respect for human rights and non-violence: A guide for secondary school teachers. Retrieved from http://unesdoc.unesco.org/images/0026/002603/260392e.pdf
UNICEF. (2019). Education for peace, resilience and social cohesion. Retrieved from https://www.unicef.org/media/76456/file
World Bank. (2011). The Role of Education in Peacebuilding: A synthesis report of findings from Lebanon, Nepal, and Sierra Leone. Retrieved from http://siteresources.worldbank.org/EDUCATION/Resources/278200-1099079877269/547664-1099079956815/547670-1221155699196/Role_of_Education_Peacebuilding.pdf
United Nations. (1948). Universal Declaration of Human Rights. https://www.un.org/en/universal-declaration-human-rights/
Al-Marwani, A. (2013). The Role of Interfaith Dialogue in Peace-Building. Mediterranean Journal of Social Sciences, 4(14), 763–769. https://doi.org/10.5901/mjss.2013.v4n14p763
Livingstone, S., & Helsper, E. J. (2006). Does Advertising Literacy Mediate the Effects of Advertising on Children? A Critical Examination of Two Linked Research Literatures in Relation to Obesity and Food Choice. Journal of Communication, 56(3), 560–584. https://doi.org/10.1111/j.1460-2466.2006.00291.x
Betancourt, T. S., Borisova, I. I., Williams, T. P., Meyers-Ohki, S. E., Rubin-Smith, J. E., Annan, J., & Kohrt, B. A. (2013). Psychosocial adjustment and mental health in former child soldiers–systematic review of the literature and recommendations for future research. Journal of Child Psychology and Psychiatry, 54(1), 17-36.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
Eyler, J., & Giles Jr, D. E. (1999). Where’s the learning in service-learning? Jossey-Bass.
Johnson, D. W., & Johnson, R. T. (2013). Peace education: Exploring ethical and philosophical foundations. Charlotte, NC: Information Age Publishing.
McGuinness, P., & Smith, A. (Eds.). (2016). Education in conflict: Religious diversity and education in contexts of conflict. Cham: Springer.
UNICEF. (2012). Children affected by armed conflict: A systematic review of evidence. New York, NY: UNICEF.
United Nations Children’s Fund. (2019). Education under Fire: How Conflict in the Middle East Is Depriving Millions of Children of Their Schooling. UNICEF. https://www.unicef.org/mena/reports/education-under-fire-how-conflict-middle-east-depriving-millions-children-their-schooling
United Nations Office on Drugs and Crime. (2019). Education for Justice: Preventing Violent Extremism through Education. UNODC. https://www.unodc.org/documents/terrorism/Publications/E4J_Research_Brief_10.pdf
Banks, J. A. (2013). Multicultural Education: Characteristics and Goals. In J. A. Banks (Ed.), Encyclopedia of Diversity in Education (Vol. 3, pp. 1467-1472). SAGE Publications. https://doi.org/10.4135/9781452218538.n524
Bush, R. A. B., & Folger, J. P. (2005). The promise of mediation: The transformative approach to conflict. Jossey-Bass.
Galtung, J. (1996). Peace by peaceful means: Peace and conflict, development and civilization. Sage Publications.