This book uses a series of case studies to examine the roles played by universities during situations of conflict, peacebuilding and resistance.
While a body of work dealing with the role of education in conflict does exist, this is almost entirely concerned with compulsory education and schooling. This book, in contrast, highlights and promotes the importance of higher education, and universities in particular, to situations of conflict, peacebuilding and resistance. Using case studies from Europe, Africa, Asia and the Middle East, this volume considers institutional responses, academic responses and student responses, illustrating these in chapters written by those who have had direct experience of these issues. Looking at a university’s tripartite functions (of research, teaching and service) in relation to the different phases or stages of conflict (pre conflict, violence, post conflict and peacebuilding), it draws together some of the key contributions a university might make to situations of instability, resistance and recovery. The book is organised in five sections that deal with conceptual issues, institutional responses, academic-led or discipline-specific responses, teaching or curriculum-led responses and student involvement. Aimed at those working in universities or concerned with conflict recovery and peacebuilding it highlights ways in which universities can be a valuable, if currently neglected, resource.
This book will be of much interest to students of peace studies, conflict resolution, education studies and IR in general.
Table of Contents
Introduction, Juliet Millican
PART I: Conceptual Issues
1. The social role and responsibility of a university in different social and political contexts, Juliet Millican
2. The stages of violent conflict: towards a framework for constructive intervention?, Stephen Ryan
3. A review of the literature on universities and conflict, Samson Milton
PART II: Institutional Responses to Conflict or Occupation
4. Queen’s University Belfast in times of in violence and peace, John Brewer
5. What Can a University Do?: Reflections on challenging the Israeli military occupation’s criminalization of education and the mass detentions of Palestinian students at Birzeit University, Penny Johnson
6. Reflections on a programme for a peaceful city at the University of Bradford, Lisa Cumming, with Amhira Khatun and Graeme Chesters
PART III: Academic-led responses, working through specific disciplines with governments and their local communities
7. Providing legal aid to disadvantaged communities in an Occupied Territory: attempting to bridge the human rights standards gap, Munir Nuseibar
8. Bridging the ‘International-Local Gap’ in peacebuilding through academic cooperation: The Southeast European Regional Master’s Program in Peace Studies, Nemanja Dzuverovic and Damir Kapidzic
9. Using education to build peace: the Northern Ireland experience of educators working with a marginalized and disenfranchised community, John Bell, Maire Braniff and Jonny Byrne
10. Social and moral responsibilities of foreign language teachers in post conflict, fragile and fragmented Bosnia and Herzegovina, Larisa Kasumagić Kafedžić
11. Reflections on the role of research at the Institute of Women’s Studies at Birzeit University: Education as a Political Practice: Women Studies as a vehicle for Change, Eileen Kuttab
PART IV: Student-led responses of protest, resistance and peacebuildng
12. Student responses to the absence of a functional university system: alternative pathways to higher education in Myanmar, Cecile Medial and Amy Doffegnies
13. Disrupting Coloniality, Student-led Resistance to the Oppressive Status Quo in South Africa, Savo Heleta, Awethu Fatyela and Thanduxolo Nkala
14. Reflections on The University as a Microcosm of the State in Burma/Myanmar, Rosalie Metro
PART V: Implications for the Future
15. Working with managers, academics and students in peacebuilding and resistance, Francesca Burke and Juliet Millican
Juliet Millican is Deputy Director of the Community University Partnership programme at the University of Brighton, UK.