Our researchers and affiliates explore pressing issues in peacebuilding to contribute to better policy formulation


Recent publications from the PREP community


Community Dialogues for Social Cohesion: Reflective Analysis of Lessons Learned from IDPs and Host Communitie in the Kurdistan Region of Iraq

Sadeeq & Watne | 2019

Iraq’s Duhok governorate assumed perhaps the heaviest burden as a consequence of the internal displacement crisis that began following the rise of Da’esh across a broad swath of northern Iraq in 2014. The mass influx of people to Duhok -- mainly from Ninewa province, directly to the south -- caused significant tensions between the internally displaced persons (IDPs) and their hosts. In 2016-2017, the Center for Peace and Conflict Resolution Studies (CPCRS) at the University of Duhok coordinated four roundtable dialogue meetings with local authorities, clergy, civil communities leaders, local stakeholders, and representatives of IDPs and Host communities. This paper explores both the outcomes of the roundtable process and the methodology for such community engagement offering a reflection on lessons learned and recommendations for future participatory social cohesion research programs.


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.


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

Voigts & 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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Peace Education

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