With the worst human refugee crisis since World War II as the backdrop, from March 16 through March 18, 2016, the National Academies of Sciences, Engineering, and Medicine, in partnership with UNICEF and the King Abdullah Bin Abdulaziz International Center for Inter-religious and Intercultural Dialogue (KAICIID), held a workshop in Amman, Jordan, to explore topics related to investing in young children for peaceful societies. Over the course of the workshop, researchers, policy makers, program practitioners, funders, youth, and other experts came together to understand the effects of conflict and violence on children, women, and youth across areas of health, education, nutrition, social protection, and other domains. The goal of the workshop was to continue to fill in gaps in knowledge and explore opportunities for discourse through a process of highlighting the science and practice. This publication summarizes the presentations and discussions from the workshop.

Peace Studies, Public Policy and Global Security is a component of Encyclopedia of Social Sciences and Humanities in the global Encyclopedia of Life Support Systems (EOLSS), which is an integrated compendium of twenty one Encyclopedias. The Theme on Peace Studies, Public Policy and Global Security provides the essential aspects and a myriad of issues of great relevance to our world such as: Processes of Peace and Security; International Security, Peace, Development, and Environment; Security Threats, Challenges, Vulnerability and Risks; Sustainable Food and Water Security; World Economic Order. This 11-volume set contains several chapters, each of size 5000-30000 words, with perspectives, issues on Peace studies, Public Policy and Global security. These volumes are aimed at the following five major target audiences: University and College students Educators, Professional practitioners, Research personnel and Policy analysts, managers, and decision makers and NGOs.

Johan Galtung, one of the founders of modern peace studies, provides a wide-ranging panorama of the ideas, theories and assumptions on which the study of peace is based. The book is organized in four parts, each examining the one of the four major theoretical approaches to peace. The first part covers peace theory, exploring the epistemological assumptions of peace. In Part Two conflict theory is examined with an exploration of nonviolent and creative handling of conflict. Developmental theory is discussed in Part Three, exploring structural violence, particularly in the economic field, together with a consideration of the ways of overcoming that violence. The fourth part is devoted to civilization theory. This involves an exploration of cultural violence focusing on the deeper aspects of cultures. Finally, the threads of these four approaches are drawn together with a focus on peace action - peace by peaceful means.

This ethnography of personhood in post-genocide Rwanda investigates how residents of a small town grapple with what kinds of persons they ought to become in the wake of violence. Based on fieldwork carried out over the course of a decade, it uncovers how conflicting moral demands emerge from the 1994 genocide, from cultural contradictions around “good” personhood, and from both state and popular visions for the future. What emerges is a profound dissonance in town residents’ selfhood. While they strive to be agents of change who can catalyze a new era of modern Rwandan nationhood, they are also devastated by the genocide and struggle to recover a sense of selfhood and belonging in the absence of kin, friends, and neighbors. In drawing out the contradictions at the heart of self-making and social life in contemporary Rwanda, this book asserts a novel argument about the ordinary lives caught in global post-conflict imperatives to remember and to forget, to mourn and to prosper.

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.

Which political entities should the international community recognize as member states—granting them the rights and powers of statehood and entitling them to participate in formulating, adjudicating, and implementing international law? What criteria should it use, and are those criteria defensible? From Kosovo, Palestine, and Taiwan to South Sudan, Scotland, South Ossetia, Abkhazia, and Catalonia, these questions continuously arise and constantly challenge the international community for a consistent, principled stance. In response to this challenge, Chris Naticchia offers a social contract argument for a theory of international recognition—a normative theory of the criteria that states and international bodies should use to recognize political entities as member states of the international community. Regardless of whether political entities adequately respect human rights or practice democracy, he argues, we must recognize a critical mass of them to get international institutions working. Then we should recognize secessionist entities that suffer from persistent, grave, and widespread human rights abuses by their government—and, under certain conditions, minority nations within multinational states that seek independence. We must also recognize entities whose recognition would contribute to the economic development of the least well-off entities. Drawing on the social contract tradition, and developing a broadly Rawlsian view, A Law of Peoples for Recognizing States will both challenge and appeal to a broad readership in political philosophy, international law, and international relations.

The rise of peace education both in scholarship and in practice has yielded numerous documents, websites, and publications with often divergent perspectives on what the field is, does, and means. The Encyclopedia of Peace Education provides a comprehensive overview of the scholarly developments in the field to date, so as to provide a common denominator for the various actors involved in advancing peace education internationally. Thus, this edited volume serves as an essential reference guide that traces the history and emergence of the field, highlights foundational concepts, contextualizes peace education practice across international and disciplinary borders, and suggests new directions for peace educators. From core conceptual perspectives to the moral and spiritual foundations of the field to the role of the United Nations, the Encyclopedia grounds peace education in a solid theoretical and practical framework through the writings of the field’s most renowned scholars. This volume will target undergraduate and graduate students as well as scholars and practitioners working in international and non-governmental organizations in the field of peace education.

Zheng Bijian has been one of the most influential thinkers and policy formulators in China during its reform period. In the early 1990s he worked with Deng Xiaoping collating and publishing Deng’s speeches and as vice president of the Party School gave top priority to ensuring that members of the Party were thoroughly familiar with Deng’s views, theories and reform agenda. In this important book, which is already available in Chinese, Zheng Bijian sets out his views and relates how his views were formed and developed over the long reform period, including the full text of his important speeches and papers, together with appropriate introductory material. Particular key themes which Zheng Bijian’s thought has contributed to China’s development are that China should embrace globalization and strengthen its relationship with the rest of the world, and that China’s development should be peaceful. "Zheng Bijian’s ideas, actions and vision helped China in its astonishing thirty years growth. Zheng Bijian made a great contribution to envisioning the new role of China in a globalized world. This book is the intellectual story of a great witness of our times." - Romano Prodi, former President of the European Commission and former Prime Minister of Italy

This book by a renowned environmental lawyer and scholar proposes a regime scheme that is not only based soundly on existing treaties concerning access rights to fresh water, but also on the human rights of persons dependent on rivers and lakes for water and food. Focusing on the Tigris-Euphrates basin, which is shared by Iraq, Syria, and Turkey, Professor Elver explores the transnational arrangements among these three countries for the allocation of river resources. The author clearly exposes the potential for conflict, and sets forth the role that international law can play in resolving such conflict and protecting the human rights of local populations. Published under the Transnational Publishers imprint.