Made available in DSpace on 2014-06-11T19:26:20Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-09-30Bitstream added on 2014-06-13T20:34:15Z : No. of bitstreams: 1 izzo_rc_me_fran.pdf: 1079975 bytes, checksum: a8b8ea02dad822c12c2db1b1ef3c8777 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O objetivo desta pesquisa é analisar a concepção e a conformação da cultura da paz, enquanto conceito e programa de ação das Nações Unidas, no cenário internacional da década de 1990, e o significado do referido conceito frente à axiologia da paz. Os anos de 1989, que simboliza o término da Guerra Fria, e o de 2001, com a declaração da “guerra ao terrorismo”, pelo presidente dos Estados Unidos, demarcam o período delineado para a análise desenvolvida, pois permitem a configuração de um período com características semelhantes no que concerne ao predomínio da cooperação internacional e da multilateralidade, à recorrência de grandes conferências internacionais, no âmbito das Nações Unidas, e de reformulações teóricas e práticas no mandato das operações de paz, ensejando um ambiente normativo propício para a criação do conceito e do programa cultura da paz, conforme constatado. Quanto à análise do conceito de cultura da paz frente aos demais significados da paz, empreende-se, nesta pesquisa, análises histórico-analíticas que abrangem desde a concepção tradicional de paz enquanto ausência de guerras, quanto uma análise pormenorizada do conceito de cultura da paz / The objective of this research is to analyze the conception and the conformation of culture of peace as a concept and action programme of the United Nations, within the international scene during the 1990s, and the meaning of such concept regarding the axiology of peace studies. The years of 1989 – considered a symbol of the end of the Cold War – and 2001 – with the declaration of “war on terrorism” by the president of the United States – are the historical references for this research due to some particular characteristics of the period of time between these two years. Such period of time can be described as a decade when international cooperation and multilateratelism were predominant in the international system, when worldwide international conferences within the United Nations regularly occurred and when there were major alterations regarding the mandate and practices in peace operations. All these facts generated a period that can be described as a normative environment, in which the concept and the action programme on culture of peace could be developed. The concept of culture of peace is therefore analyzed in a historical-analytical framework that made it possible to consider from the traditional perspective of peace – as the absence of wars – to the meaning of culture of peace

This study aims at researching how a sustainable culture of peace can be built through civic engagement in the Abkhaz-Georgian post-conflict context. It does so by learning from locally based NGOs, working for a culture of peace in areas affected by the Abkhaz-Georgian armed conflict which occurred 1993 to 1994. The studied NGOs work for different components within a Culture of Peace such as; women’s rights, peace building, social and economic development, democratic participation and human rights. In order to answer the research question following sub questions are answered: •What can we learn from the experiences of the studied organizations’ participatory communication for social change? •How has the culture of communication in the Abkhaz-Georgian post conflict context been affecting the participatory communication for social change for the different organizations?The method to collect data to the research has been through a field study in Abkhazia and outside its border on the Georgian side, in the city Zugdidi which is the closest city to the Abkhazian border. Participatory observations and interviews with representatives from the different organizations working for a culture of peace were conducted during two and a half months. The theoretical framework used for the study consists of three theories. The first is the theory of “Culture of Peace”, used to analyze how the studied NGOs are working for a culture of peace. The second is the theory “participatory communication for social change” which is used to analyze the work of the studied organizations in order to know how they work for sustainable civic engagement. Lastly, the theory used to look at how the Abkhaz-Georgian post-conflict context is affecting the communication, is the theory “culture of communication”. The findings of the research present solutions of how to practice participatory communication to build a culture of peace in a post-conflict context. However, the research also discovers how certain public values and views in a post-conflict context can hinder effective work through participatory communication as well as ways of overcoming these challenges.

Even if the messiness of peacebuilding has been recognized for some time, peacebuilding has still been viewed as quite linear, meaning there’s a transition from war to peace and that peacebuilding is a phase. Recently, other voices have been raised claiming we need a paradigm shift and to stop seeing peacebuilding as linear and instead see it as a never-ending constantly adapting practice. The question then arises, if it is possible to distinguish that peacebuilding connected to a specific conflict ends at some point and if society adapts to conduct peacebuilding for new tensions within society. That is what this thesis aims to find out, and it does so by mapping the activities of the civil society in a post-conflict country, as civil society constitutes an excellent indicator of what kind of peacebuilding is being done. The case studied is El Salvador, which ended a 12-year-long civil war with a peace agreement in 1992. The activities are mapped with the help of a framework for analyzing civil society peacebuilding. The study concludes that much of the peacebuilding activities connected to the civil war seem to have ended, except for when it comes to the rights of people who became disabled by the civil war, as well as trauma treatment activities addressing trauma from the civil war. Civil society also shows certain adaptation to the gang violence, by addressing it with trauma treatment activities and activities aiming at building a culture of peace.

The purpose of the study was to explore the extent to which peace principles were incorporated into the two-year programme at the African Leadership Academy – a Pan-African school in Gauteng, whose mission is to develop young leaders who would contribute to making Africa a peaceful and prosperous continent. The study included investigating whether the formal and informal structures of the school promoted a culture of peace. A literature study outlined the causes of violence and violent conflicts in South Africa and on the African continent, and it also analysed the theoretical frameworks of peace education as put forward by Paulo Freire, Hossain Danesh and Maria Montessori. A qualitative case study methodology employing document analysis, observations and interviews was used. The findings showed that the two-year programme is not specifically designed as a peace education programme, but the teaching of peace principles are non-deliberately and uniquely embedded in the curriculum in the form of the particular skills, attitudes and values that learners acquire at this institution in the two years. The classroom environment and the culture of the school community inculcated in learners the qualities of unity and critical thinking and equip them with conflict resolution skills. Based on the findings, recommendations were made to the school and to all stakeholders in education. / Educational Foundations / M. Ed. (Socio-Education)

NASCIMENTO, Verônica Salgueiro do. A promoção da cultura de paz nas escolas: a ótica das juventudes. 2009. 146f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2009. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-13T18:25:54Z No. of bitstreams: 1 2009_Tese_VSNASCIMENTO.pdf: 7855510 bytes, checksum: 2e38ef529ca0cfb6d74c14509fb2b6de (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-17T12:52:53Z (GMT) No. of bitstreams: 1 2009_Tese_VSNASCIMENTO.pdf: 7855510 bytes, checksum: 2e38ef529ca0cfb6d74c14509fb2b6de (MD5) / Made available in DSpace on 2012-07-17T12:52:53Z (GMT). No. of bitstreams: 1 2009_Tese_VSNASCIMENTO.pdf: 7855510 bytes, checksum: 2e38ef529ca0cfb6d74c14509fb2b6de (MD5) Previous issue date: 2009 / The inquiry consisted of the accompaniment of educative processes, which had as objective the development of the peace culture. Those processes are developed by two schools (public and private universe) of basic education in the city of Fortaleza. The research focused on the speech of the young students about the construction of the peace in the school environment. Knowing what they think, feel and how they evaluate the experiences lived and related them to the integrant activities of projects aiming to promote the peace culture, was the central objective of the inquiry. Considering the possible research universe related to the qualitative approach, the option was for the ethnographic referential. The research techniques used were the participant observation, and the application of four interviews with part-structured script. I also carried through a documentary research. I analyzed documents found in the school for the reinforcement of contextualizing work of the studied phenomenon. Finally, I organized a workshop on culture of peace in each searched school, in order to explore in quality and depth the experiences shared through the students speech. The students of the first school attended the eighth grade. In the public school I worked night shift with adult students attending to the equivalent to the eighth grade. The data had been organized and interpreted in accordance with the referential of the speech analysis. The results indicate that part of the students who participated on the researched acknowledges the urgency and the relevance of the promotion of the peace culture. The aspects of living together, dialogue, care and creativity had been emphasized in their speech regarding the role of the school in the search to promote concrete conditions so that the human being can consist itself fully; with all the possible contradictions that the exercise of the human existence contemplates. / A investigação consistiu no acompanhamento de processos educativos, que tinham como objetivo a promoção da cultura de paz, iniciados por duas escolas (universo público e privado) de ensino fundamental do município de Fortaleza. A pesquisa teve como foco a fala dos jovens/educandos sobre a construção da paz no ambiente escolar. O objetivo central da investigação foi conhecer o que os jovens pensam, sentem e como avaliam as experiências vivenciadas com relação às atividades integrantes de projetos que visam promover a cultura de paz. Dentre o universo de possibilidades de pesquisa relacionadas ao enfoque qualitativo, a opção foi pelo referencial etnográfico. As técnicas de pesquisa utilizadas foram a observação participante, e a aplicação de quatro entrevistas com roteiro semi-estruturado. Acrescento que realizei também uma pesquisa documental. Analisei documentos, existentes no espaço escolar para o reforço do trabalho de contextualização do fenômeno estudado. Por último, organizei uma oficina sobre cultura de paz em cada escola pesquisada, para explorar com mais riqueza e profundidade as experiências compartilhadas através das falas dos educandos. Os jovens da primeira escola cursavam a oitava série. Na escola pública trabalhei no turno da noite com jovens de uma série equivalente à oitava série no ensino de jovens e adultos. Os dados foram organizados e interpretados de acordo com o referencial da análise de discurso. Os resultados obtidos indicam o reconhecimento por parte dos pesquisados da urgência e relevância da promoção da cultura de paz. Os aspectos da convivência, do diálogo, do cuidado e da criatividade foram enfatizados nas falas dos jovens a respeito do papel da escola na procura de promover condições concretas para que o ser humano possa se constituir realmente humano em sua plenitude; com todas as contradições possíveis que o exercício da convivência humana contempla.

The research consists of an exploratory mixed-method research (Cresswell & Plano Clark, 2011) using a constructive Grounded Theory methodology (Charmaz, 2014, 2006). The object of study is experiences and transformations related to the practice of compassionate listening, as well as the process and type of spirituality at the heart of this approach for conflict transformation developed by The Compassionate Listening Project (TCLP) based in the United States. People get to sit with Israeli or Palestinian guest speakers and they listen to them share their story and experience with the conflict, wherever they can locate themselves in the political Spectrum. Trained with the compassionate listening approach, it becomes possible for them to affirm their deepest humanity and learn to hold the complexities related to the conflict (Cohen, 2011). 14 semi-structured interviews with delegates from the 2010 TCLP delegation, participant observation and document analysis, took place in the qualitative stage of the research. Followed by the administration of an online questionnaire to past participants of TCLP delegations between 1998 and 2015 (n=60). The study led to the emergence of a theoretical and practical Model named: Well-being Ecosystem for Inner and Outer peace, based on a social process theory (Glaser, 2005) informing on conditions and factors involved in the passage between three stages: from a feeling or state of separation with the other, to more communication and towards deep connection and communion. The integration chapter of the mixed methods presents four key pillars supporting this Model to help integrate an agenda of the heart to peace efforts, in the form of specific types of “responses of the heart” (affiliated to the notion of compassionate love, Fehr et al., 2009) inspired by the compassionate listening approach and series of variables, factors, and conditions to help cultivate a culture of peace in any environment. The quality of presence and environment at the relational level is exposed in the nexus of the notions of spirituality and practice for peacebuilding and conflict transformation. The research combines scientific and experiential knowledge in Social Sciences, Applied Religious Studies, Health and Contemplative Studies. / Cette recherche en sciences des religions appliquées porte sur l’approche de l’écoute compassionnelle (Cohen, 2011) développée par l’organisme The Compassionate Listening Project (TCLP) et pratiquée en contexte de réconciliation entre Juifs et Palestiniens d’Israël, de la bande de Gaza et de la Cisjordanie. Selon Marie Pace (2005), qui a fait une étude de cas empirique sur cette approche de construction de la paix, plusieurs participants ont témoigné à leur retour que cette expérience avait été transformationnelle et avait changé leur vie. Certains parlaient même de guérison (healing) (Pace, 2005). Quel processus est au coeur de cette approche, dont le rôle de la compassion est central ? Comment se vit l’expérience de procurer et de recevoir de l’écoute compassionnelle ? Quel impact de transformation, voire de guérison (healing) est à l’oeuvre ? Tel que le clament les auteures de cette méthode, s'il s'avérait qu’elle soit le moteur d'un dialogue plus profond et d'une réconciliation véritable, est-ce qu’il y a un apport particulier d’une forme de spiritualité ? Si oui, quelle est-elle ? Pour répondre à ces questions, une méthode mixte en recherche de type exploratoire fut empruntée, débutant par une phase qualitative suivie d’une phase quantitative de recherche (Cresswell & Plano Clark, 2011). Une observation participante au sein d’une délégation en Israël-Palestine en 2010 et quatorze entrevues individuelles auprès des délégués furent effectuées ainsi qu’une analyse documentaire sur les écrits liés à cette approche. La phase quantitative a inclus l’administration d’un questionnaire auprès de plusieurs anciens participants aux délégations organisées par TCLP de 1998 à 2015 (n=60). Ce qui a permis de vérifier des éléments de réponse sur l’objet d’étude fourni par les entrevues, en plus des composantes d’une théorie émergente. L’étude adopte la méthodologie de la théorie enracinée (Grounded Theory) et présente une théorie de processus social de base (Glaser, 2005) sur les conditions et facteurs favorisant le passage entre un état ou sentiment de séparation avec l’autre, vers une meilleure communication et une connexion profonde et communion. Ces stages s’inscrivent au sein d’un modèle théorique et appliqué nommé : Écosystème relationnel du mieux-être pour lune paix intérieure et extérieure, lequel fait figure de plateforme relationnelle (Lederach, 2005) pour la contribution d’un agenda du coeur aux efforts de paix. Ce modèle informe sur le type de « réponse du coeur » en jeu dans un amour centré sur l’autre, communément vu comme un amour compassionnel (Fehr et al., 2009) et présente une série de variables, indicateurs et indices prenant en compte la synergie et qualité de présence particulières pouvant contribuer aux efforts de paix et à la création d’une culture de la paix intérieure et extérieure dans tout environnement. Mots-clé : Écoute compassionnelle, transformation des conflits, culture de la paix, compassion, écoute, sciences des religions appliquées, amour compassionnel, agenda du coeur, réponse du coeur, conflit israélo-palestinien.

Ghana is considered an oasis of peace despite having the same mix of ethno-political competitions for state power and resources; north-south horizontal inequalities; ethno-regional concentrations of Christians and Muslims; highly ethnicised elections; a natural resource dependent economy; and a politically polarized public sphere, among others, that have plunged other countries in Africa into violent and often protracted national conflicts. Use of the conflict paradigm to explain Africa's conflicts glosses over positive deviance cases such as Ghana. This study used the peace paradigm in a mixed method, grounded theory research to examine Ghana's apparent exceptionalism in staving off violent national conflicts. From the survey of 1429 respondents and 31 Key Informants, findings indicate Ghanaians are divided on whether their country is peaceful or not. They are equally divided on classifying the state of peace in Ghana as negative or positive. Instead, they have identified sets of centrifugal and centripetal forces that somehow self-neutralize to keep Ghana in a steady state of unstable peace. Among the lift forces are strongly shared cultural and Indigenous African Religious values; symbiotic interethnic economic relationships; identity dissolution and cultural miscegenation due to open interethnic systems of accommodation and incorporation; and the persistence of historical multi-lateral political, sociocultural, and economic relationships. On the drag side are the youth bulge; emergent religious intolerance; elite exit from the state in using private solutions for public problems; and highly politicized and partisan national discourses that leave the country with no national agenda. In sum, Ghana is no exception to the rule. The four interconnected meso theories that this study identifies provide pointers to what factors Ghana needs to strengthen to avert descent into violence.