Universities can be catalysts for peacebuilding.

Working at the intersection of higher education and peacebuilding, the Peace Research and Education Program (PREP) supports the activation of local networks of peacebuilders.


Applied Research

PREP believes people are resilient and have the capacity to build more peaceful communities. With its university affiliates in Iraq and Colombia, PREP aims to give support to academic institutions and local actors that are in the process of rebuilding the social fabric of their communities in the wake of years of violent conflict. 



After more than 15 years of working in the Kurdistan Region of Iraq (KRI) with the University of Duhok (UoD), PREP and UoD not only continue to expand their work with local youth in KRI, but have now also partnered with the University of Mosul in its efforts to reconstruct Maslawi society after occupation by ISIS.

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In the wake of the historic Peace Agreement between the Colombian government and the FARC-EP, PREP has partnered with the Escuela Superior de Administración Pública to contribute to peacebuilding knowledge and practice with a particular focus in rural territories.

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PREP creates opportunities for young people to build on their skills and passions to create more peaceful communities.


Young peacebuilders in Sheikhan, Iraq wrote, produced, and directed this short film as part of a University of Duhok and PREP project aimed to strengthen youth capacity in peacebuilding.

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Practical Education at the Center for Global Affairs 

With courses and events at CGA, PREP connects master's students with peacebuilding professionals and organizations throughout the world to gain international peacebuilding work and research experience. 

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Who is PREP?


Led by Dr. Thomas Hill and a team of researchers based in Iraq and New York, PREP is a space for collaboration between faculty members, students, and researchers from NYU and affiliated universities, as well as representatives of international organizations.


PREP researchers and faculty conduct research to contribute to better policy formulation

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Participation and Protection: Security Council Dynamics, Bureaucratic Politics and the Evolution of the Women, Peace and Security Agenda

Jenkins & Goetz | 2018

This chapter focuses on the political and institutional factors behind the implementation of UN Security Council resolution 1325, highlighting two elements of the Women, Peace, and Security (WPS) Agenda: participation and protection. Yet, despite efforts, women remain underrepresented. A sole focus on protection of women from sexual violence, due to opposition to participation, a lack of accountability systems, and a lack of a powerful advocate within the UN bureaucratic system, perpetuates a protectionist narrative. The chapter includes suggestions for UN working groups to better enable women’s participation in peace and security processes.


Could conflict transformation education Serve as a mechanism for increasing PEACEFULNESS in colombia?

Thomas Hill | 2018

Conventional approaches to peace education have not led to more peaceful societies. In order to produce the broad political and social shifts that many peace educators have envisioned, a new type of educational approach is needed. Conflict transformation education (CTE) is a promising new approach that seeks to shift attitudes at a group level rather than individually, and embraces rather than denies its explicit political aim to shift social norms regarding the use of violence. CTE could be a useful tool in the post-peace agreement Colombian context.

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Seeking ‘common information’ among refugees, program workers, and academic researchers

Voigts & Audrey Watne | 2018

Power differentials, transitoriness and a lack of common understanding of what knowledge is valuable to share all contribute to a lack of ‘common information’ among refugees, academic researchers, and humanitarian program workers. To strengthen collaborations, the authors propose increasing direct involvement by refugees in academic and program development; longer-term engagements and relationship development; and collaborations among all involved in the further development of theoretical frameworks


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