Suchergebnisse

THE AUTHOR DISCUSSES THREE MAIN FACTORS IN PEACE EDUCATION: (1) THE RELATIONSHIP BETWEEN MICRO AND MACRO RELATING TO THE CONCEPT OF PEACE; (2) A GENERAL FRAMEWORK FOR THE DEVELOPMENT OF CONTENT IN PEACE EDUCATION; (3) ALTERNATIVE WAYS OF CLASSIFYING THE CONTENT.

AbstractToday we live in a world where the majority of wars are no longer interstate, a development that over the last few decades has often left the international community, in particular the United Nations as it was originally conceived, ill equipped to respond. The nimble action required for contemporary conflict resolution and peacebuilding now primarily lies in the hands of local actors and states, sometimes supported by international actors. But it is not always clear who these local actors are or what they need in order to achieve sustainable peace. As part of the roundtable "World Peace (And How We Can Achieve It)," this essay looks in more detail at what we mean by "local" in conflict-affected contexts and asks how local is local enough when resolving conflicts and building peace. It identifies tensions and concerns such as the need for the international community to have a well-defined and easily identified "local agenda" when, in reality, there are often several competing local agendas. The essay presents the Everyday Peace Indicators project as a vehicle that can be used to help communicate these local needs to international actors, and argues for the importance of understanding people's perceived realities in addition to, if not more than, their actual realities when trying to understand peace and conflict trends. In order to do this, we need to more effectively problematize peacebuilding for positive conflict disruption.