Magister Artium (Development Studies) - MA(DVS) / Within the discourse of community development, the expression 'capacity development' stands out. Its common usage has somehow rendered it almost insignificant given the fact that those who use it tend to think of it in ways that hardly can be considered as having singular meaning. To be precise, there is no consensus as to its meanings; yet, it has not stopped its usage. The implication is that capacity development as a concept remains complex and has the tendency to erect difficulty in the attempt to operationalize it and apply it in evaluating development initiatives. However, this study presents an operational definition of capacity development in the Niger Delta region of Nigeria; levels of capacity development as well as dimensions used to evaluate on-going development projects/ policies in the region. The research method used to gather data was mixed. Quantitative method was more convenient due to the topography of the study area. However, qualitative method was introduced and utilized to guarantee the validity, authenticity and reliability of data collected. Mapping and an observation of government agencies/ organizations involved in capacity development in the study area (the Niger Delta region, by extension); questionnaires that spoke of practices supportive of capacity development in the region as well as resources available to Southern Ijaw LGA for capacity development; focused group discussions and in depth interviews that drew attention to factors affecting capacity development at all levels; individual, institutional and societal etc. these tools were means that efficiently helped in assessing the extent to which capacity development has been operationalized in post conflict Niger delta.

A post-conflict society tends to get locked in a history war. As the practice of history in its broad sense is a moral craft, representations of guilt and victimhood prevail in social memory. The representations are often bolstered by mythical references, wherefore deconstruction of myths is expected from history education for the purposes of post-conflict reconciliation. This article deals with the post-conflict uses of history in Finland, South Africa and Bosnia-Herzegovina. The three cases constitute examples of a class war, a race conflict and an ethno-religious armed clash. The memory politics and history curricula differ between the cases. Their comparison indicates, how far an imposition of one ´truth´, a dialogue of two ´truths´ and segregation of different memory communities are feasible strategies of post-conflict history education. The article suggests that history lessons can be an asset instead of a liability in the pursuit of reconciliation.

Thesis advisor: Paul Cichello / Liberia had two devastating civil wars 1989-2003. I am examining who benefitted from the large amounts of international aid and development programs that poured into the country during the post-war rebuilding period, in terms of school enrollment rates. With USAID’s Demographic and Health Surveys and Uppsala Conflict Data Program’s Georeferenced Event Dataset, I use probit and linear probability models to examine the determinants of being enrolled in school in 2007 and 2019. I find that females and kids living in rural areas had disproportionate recovery in the post-war period controlling for other explanatory variables. Household wealth was an important factor in determining enrollment. I also examine the concept of bounce-back, or rapid recovery in post-conflict contexts. I find that on a national level, there was significant recovery in enrollment rates, with about 51% of kids being enrolled in school in 2007 and about 81% being enrolled in 2019. I was unable to determine definitively whether or not this recovery was proportional to the amount of loss experienced due to the wars due to large standard deviations. / Thesis (BA) — Boston College, 2023. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Economics.

On a daily basis we hear or read about new atrocious and violent conflicts that are emerging in countless countries around the world. At the same time, some of the previous conflicts are winding down and leading to negotiations and peaceful resolutions. In either of the cases, peacebuilding initiatives are put into place to establish relationships between the divided population which is and/or was at war. There are countless reconciliation methods which are used to reconcile the adult population which is and/or was in conflict with each other. Nonetheless, how and which reconciliation approaches are used when it comes to reconciling the children that have been directly or indirectly affected by the conflict in their country is not discussed to the same extend.  Thus the objective of this study is to analyse the available literature in order to gain a greater understanding of the methods which children partake in in order to foster reconciliation in a post-conflict environment. In total, 18 cases which pertain to children and reconciliation were analysed in order to find patterns, gaps and commonalities in the texts through the textual content analysis method. Furthermore, the findings were analysed in accordance to Galtung´s 12 reconciliation approaches.     Based on the analysis, it became clear how limited and scarce the literature is on reporting on the ways in which children reconcile. Furthermore, all of the texts present children as innocent victims who are not to blame for what had occurred. Despite the fact that children were victims as well as perpetrators in the conflict. Additionally, there is a clear distinction in the methods which are used to reconcile child soldiers versus children that were not directly involved in the conflict. In other words, many of the findings can aid in branching out the research to explore further the differences between child soldiers and non-child soldiers, as well as the general perception of children as victims. In addition, the concept of childhood and when one is considered a child should be explored, especially in non-western cultures, where an individual is considered a child under the age of 18, yet in other cultures “children” under 18 are married, have their own children, are responsible for their parents and very much live “adult” lives.

Post-conflict army reconstruction is an important element of security sector reform (SSR), tracing its origins to at least 1980, before the SSR concept itself was formulated. Reconstruction of security forces is an important element in wider postconflict reconstruction, and for political reasons, an army has almost always deemed necessary. Since 1998, SSR itself has been increasingly conceptualized, with principles for SSR having been laid down by the Organization for Economic Cooperation and Development (OECD) since 2004. Yet SSR faces a host of philosophical and practical problems, perhaps the greatest being the gap between theory and practice (Chanaa's 'conceptual-contextual divide'). To make SSR efforts more successful, the underlying principles need to be revised and amended. Post-conflict army reconstruction experience since 1980, and associated academic study, military doctrine, and work by international organizations (particularly the OECD) can provide a basis for such revision. This thesis aims to survey post-conflict army reconstruction activities since 1980, draw overall lessons from that review and field study in Liberia, and propose amendments to the SSR principles on that basis.

Doctor of Philosophy / School of Security Studies / Emizet Kisangani / This dissertation analyzes the role that the international community has played in African states' post-conflict reconstruction. It thus intends to answer three questions: How does the presence or the absence of coordination among international and local actors contribute to the success or failure of post-conflict reconstruction? How does the international community’s coordination influence the architecture of post-conflict state reconstruction in Africa? How do actors, leadership, and power within a coordination network structure affect post-conflict reconstruction? The study argues that lack of coordination between the international and local actors is a critical factor explaining the failure of rebuilding states after civil wars. It develops a new theoretical framework (Hybridized model) that combines market, hierarchical, and network models of coordination. This coordination theory shows how actors, leadership, and power influence coordination network structure to enhance post-conflict reconstruction efforts. This theory postulates that a small number of actors, as well as the presence of a legitimate leadership and a powerful actor in a coordination network tends to enhance post-conflict coordination. The dissertation tests this theory using quantitative method which combines 26 African countries that have experienced repeated state building after civil war from 1970 to 2009 and qualitative method, especially structured focused comparison and process tracing, of four post-conflict countries that include Kenya, Sudan, Namibia, and Rwanda. The findings support the theoretical argument.

Post-conflict army reconstruction is an important element of security sector reform (SSR), tracing its origins to at least 1980, before the SSR concept itself was formulated. Reconstruction of security forces is an important element in wider postconflict reconstruction, and for political reasons, an army has almost always deemed necessary. Since 1998, SSR itself has been increasingly conceptualized, with principles for SSR having been laid down by the Organization for Economic Cooperation and Development (OECD) since 2004. Yet SSR faces a host of philosophical and practical problems, perhaps the greatest being the gap between theory and practice (Chanaa's 'conceptual-contextual divide'). To make SSR efforts more successful, the underlying principles need to be revised and amended. Post-conflict army reconstruction experience since 1980, and associated academic study, military doctrine, and work by international organizations (particularly the OECD) can provide a basis for such revision. This thesis aims to survey post-conflict army reconstruction activities since 1980, draw overall lessons from that review and field study in Liberia, and propose amendments to the SSR principles on that basis. / © Cranfield University, 2011

This thesis examines the paradigms of masculinities during and after Northern Ireland’s conflict to understand how societal transition from intrastate conflict impacts males’ identities and mental health. Focusing on fieldwork conducted predominately in Derry/Londonderry and applying masculinity theories, this thesis explores the experiences of males aged 29 to 40 who grew up during the 1990s’ peace process. Social and mental health professionals and community and youth workers have expressed concern for the mental health and well-being of this population of men, as well as young men born after the peace process. With this concern in mind, this thesis argues that the continuous presence of contested images of masculinity that existed prior to the conflict and that emerged during the conflict, along with the cultural practice of silence, has resulted in an ambiguous understanding of masculinity in the post-conflict era, and has had a negative impact on males’ mental health.

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Includes bibliographical references / This study is set against the background of a continued lack of social engagement across difference in South African classrooms. It set out to explore the potential of a specific pedagogical intervention - digital storytelling - as a post-conflict pedagogy in a diverse pre-service teacher education classroom. Personal storytelling has long been used to unearth lived experiences of differently positioned students in the classroom. More recently, the use of digital technologies has made it easier to transform these personal stories into publishable, screenable and sharable digital resources. In general, digital storytelling is lauded in the literature for its potential to facilitate an understanding across difference, allowing empathy and compassion for the 'Other'. In this study, I question this potentially naive take on digital storytelling in the context of post-conflict pedagogies. I was interested in the emotions emerging - particularly in what I termed a potential sentimentality - in both the digital storytelling process and product. I looked at sentimentality in a specific way: as the tension between the centrality of emotions to establish an affective engagement between a storyteller and the audience, and digital stories' exaggerated pull on these emotions. This is seen, for example, in the difficulty that we have when telling stories in stepping out of normative, sentimental discourses to trouble the way we perform gender, race, class and sexuality, all of which are found in the actual stories we tell and the images we use. It is also found in the audience response to digital storytelling. Adopting a performative narrative inquiry research methodology, framed by theorists such as Butler, Ahmed, and Young, all three feminist authors interested in the politics of difference, working at the intersection of queer, cultural, critical race and political theory, I adopted three different analytical approaches to a narrative inquiry of emotions. I used these approaches to analyse stories told in a five-day digital storytelling train-the-trainer workshop with nine pre-service teacher-education students. Major findings of this study are: In everyday life stories, students positioned themselves along racial identities, constructing narratives of group belonging based primarily on their racialized identities. However, in some students' stories - particularly those that offer a more complex view of privilege, acknowledging the intersectionality of class, gender, age, sexuality and race - these conversations are broken up in interesting ways, creating connections between students beyond a racial divide. Looking at the digital story as a multimodal text with its complex orchestration of meaning-making through its different modes, it became clear to me that conveying authorial intent is difficult and that the message of a digital story can be compromised in various ways. The two storytellers I looked at in more detail drew from different semiotic histories and had access to different semiotic resources, such as different levels of critical media literacy, with this compromising their authorial intent to tell counterstories. Finally, the genre storytellers chose, the context into which their stories were told, along with their positioning within this context in terms of their privilege, affected the extent to which they could make themselves vulnerable. This consequently shaped the audience response, which was characterised by passive empathy, a sentimental attempt to connect to what makes us the 'same', rather than recognising systemic and structural injustices that characterise our engagements across difference.