Relevant bibliographies by topics / Youth in peace-building

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Youth in peace-building'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Youth in peace-building"

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Abdisa, Benti Mekonen. "Explore Youth involvement in Peace building." International Journal of Emerging Trends in Health Sciences 6, no. 1 (2022): 16–24. http://dx.doi.org/10.18844/ijeths.v6i1.7638.

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The purpose of this study was to explore youth involvement in Peace building in selected Kebeles of Mandi town in Oromia regional State of Ethiopia and Prospects of Youth involvement in Peace building. Simple descriptive design were used inorder to selected Kebeles of Mandi town in Oromia regional State and data were collected through the questionnaire, interview and FGD.
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Berents, Helen, and Siobhan McEvoy-Levy. "Theorising youth and everyday peace(building)." Peacebuilding 3, no. 2 (2015): 115–25. http://dx.doi.org/10.1080/21647259.2015.1052627.

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Nooraida, Sharifah. "Ethnic and Religious Diversity in Sarawak: Peacebuilding among Muslim Youth." Al-Albab 6, no. 1 (2017): 95. http://dx.doi.org/10.24260/alalbab.v6i1.811.

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The ethnic and religious diversity in Sarawak is unique among Malaysians. The need for tolerance and unity regardless of the existence of various ethnics and religions is the key to building peace in Sarawak. The state of unity in Sarawak is sustained with the role of Islam as the official religion, the constitutional monarchy, community structure, political will, social awareness, positive peace, economic stability and education for gender equality. Muslim youth in Sarawak are also playing roles in promoting peace through esteemed programmes in an effort to engage peacebuilding among youths. 'Islam is the way of life' continues to be the principle in engaging Muslim youth towards peace. The Institute of Teacher Education (ITE) Batu Lintang Campus in Kuching, Sarawak is one of the higher learning institutions in Malaysia that is engaging youth in promoting peace. ITE Batu Lintang Campus participated in colouring Malaysia with ‘The Youth Peace Campaign’ accompanied by 394 youth from all over Sarawak. This paper aims to share the roles and opinions of the Muslim youth towards peace in their diversified ethnic and religious community. Although ITE Batu Lintang Campus endorsed no specific course accentuating on peacebuilding education, the youth in the campus are still the main asset for promoting peace in ethnic and religious diversity.
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Alomair, Miznah Omair. "Peace leadership for youth leaders: a literature review." International Journal of Public Leadership 12, no. 3 (2016): 227–38. http://dx.doi.org/10.1108/ijpl-04-2016-0017.

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Purpose The purpose of this paper is to review current literature on peace leadership and youth leadership. It aims to shed a light on the extent to which peace leadership can afford youth leaders and youth peace activists to engage in peace processes and peacebuilding initiatives. By understanding how notions of peace leadership are realized in youth leadership practices, the paper hopes to contribute to the ongoing dialogue on advancing the practice of peace leadership for present and future young leaders. Design/methodology/approach The literature review explored peace leadership from the approaches of peacebuilding processes, nonviolence, and an integral perspective; expanded the current understanding of youth leadership by presenting the theoretical foundations and the role of youth in leadership that align with an advanced view of youth leadership; and described the intersection of peace leadership and youth leadership by identifying how youth leadership is related to peace leadership within three overarching contexts: political systems, schools, and communities. Findings The literature review highlights the reciprocity between peace leadership and youth leadership. It identifies nonviolence, communication, dialogue, conflict resolution, mediation, building social capital, and relationship building as practices in which youth leaders engage in to promote peaceful and sustainable change in varying contexts. Originality/value This review of the literature presents the need for further research on the intersection of peace leadership with youth leadership to help advance both areas within the field of leadership studies and understand how peace leadership for youth informs leadership theory and practice across contexts and areas of discipline.
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Sengati, Philemon. "Youth Engagement in Democratic Process and Peace Building in Tanzania: A Study of the 2020 General Elections in Dodoma City." African Journal of Politics and Administrative Studies 16, no. 2 (2023): 731–846. http://dx.doi.org/10.4314/ajpas.v16i2.43.

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Various factors including the global community, regional bodies and national leaders have expressed their voices to demand engagement of all segments of the society, youth in particular in political processes, elections in particular which is substantial for democracy and Peace Building. Chapter 4, Article 4 of the African Union Charter on Democracy, Elections and Governance of 2007 (AU, 2007) and Chapter 17, Article 11(1) of the African Youth Charter of 2006 both demands for state parties to ensure equal access for young men and young women to participate in decision – making through fulfilling civic duties of which election is core for peace building. This paper investigated the rationale as to why despite the call for youth to engage in political and democratic election to enhance Peace, still during elections particularly on voting in Tanzania, youth turnout is uncertain. This paper used both secondary and primary information. It has observed that, youth participate in election campaigns, but their motivation in voting for Peace Building is uncertain due to various reasons including lack of trust to body responsible for election management (NEC), lack of political awareness, disengagement of youth from politics of chaos and violence during election times. The article recommends reform to the National Election committee and thorough capacity building on youth to internalize and exercise their civic rights including voting for the health of Democracy, consequently peace Building.
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Raji, Azeez Bisoye, Adedeji Matthew Adedayo, and Majekodunmi Olusesan Ibitoye. "Youth, Political Parties, and Peace-Building Process in Nigeria." Global Journal of Political Science and Administration 11, no. 3 (2023): 31–42. http://dx.doi.org/10.37745/gjpsa.2013/vol11n33142.

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The Nigerian Youth cannot be ruled out in the study of active contribution to the Nigerian political system, national stability, cohesion, and development, due to their orientation, attitude, and reactions to national issues. Political parties are the avenue for electing representatives of the people and to this effect, the Nigerian Youth have been trying to take a meaningful hold of the Nigerian parties by trying to be major political gladiators. Premised on this background, this paper is set to discuss the conceptual meaning of youth, political parties, and peacebuilding. In the same vein, it will establish the connection and relationship between youth partisanship and peacebuilding in Nigeria. Moreover, the study seeks to examine the pivotal roles the Nigerian youth play in enhancing peacebuilding and national stability as members of political parties in Nigeria, whilst also attempting to determine to what extent the youth have been contributing to conflicts and peace-building in Nigeria. The data for this study were collected through primary and secondary sources. The primary data were collected through the Interview with Key Informant Interviews (KIIs), Direct Observation (DO), and participant observation. In addition, youth organizations, amongst others, were interviewed. The secondary sources include books, journal articles, periodicals, magazines, and other publications relevant to the study. The data were analyzed using a qualitative approach. The peace-building theory was adopted as the theoretical framework for the study. The findings of the study revealed that the Nigerian Youth, in these contemporary times, have been actively involved in partisan politics and that a significant correlation between Youth participation in politics and the peacebuilding process in Nigeria is well established. Now that the youth have been brought into political parties for more participation in the civic roles that they have been excluded from in the time past, there is a need for initiating programs and policies to better understand the roles of youth in political parties and the peace-building process. The study recommends that the Nigerian youth be properly enlightened and adequately equipped in peace and peace-building processes.
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Grizelj, Irena. "Engaging the Next Generation: A Field Perspective of Youth Inclusion in Myanmar’s Peace Negotiations." International Negotiation 24, no. 1 (2019): 164–88. http://dx.doi.org/10.1163/15718069-24011148.

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Abstract Literature examining the participation of youth during peace processes is limited. Previous work has often focused on youth as “peacebuilders” and agents of change or threats to peace in the post-accord period, with little emphasis on how young people participate during the negotiation phase. This article seeks to fill this gap by assessing youth inclusion and participation in Myanmar’s ongoing peace negotiations. The study finds that, while youth have not had formal inclusion avenues in the peace negotiations, there are cohorts of young people who perceive themselves to be legitimate stakeholders in the peace process, who have attempted to gain access to decision-making in the peace negotiations, and have played active roles in supporting the process. It is argued that recognizing youth as key stakeholders in the peace accord will play a vital role in building sustainable peace within Myanmar’s nascent democracy.
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Cormier, Paul. "Indigenous Youth Conflict Intervention: The Transformation of Butterflies." First Peoples Child & Family Review 5, no. 2 (2020): 23–33. http://dx.doi.org/10.7202/1068928ar.

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The purpose of this article is to discuss the impacts of structural violence and its effects on Indigenous Peoples using Aboriginal People – The Indigenous Peoples of Canada, and the Canadian education system as the context for discussion. Due to the root causes of conflict and the nature of violence in Aboriginal contexts being structural, working towards positive peace based on a concept of human security is the best approach to managing Aboriginal youth violence. This approach is conducive to building a culture of peace which is consistent with Indigenous traditions. Alternative methods of formal education should be considered in Aboriginal / Indigenous contexts. These methods should be grounded in the traditions of local Indigenous groups providing a safe space for rediscovery and identity negotiation between tradition and contemporary society. The ability for Indigenous peoples to further their formal education has a profound impact on long term peace building activities. The link between education, poverty, and violence must be of primary consideration when designing peace building activities where Indigenous Peoples are involved.
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Shrestha, Ramesh, and Bert Jenkins. "Understanding Youth Political Violence in Nepal." Millennial Asia 10, no. 1 (2019): 56–75. http://dx.doi.org/10.1177/0976399619827118.

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Social, economic and political injustice promotes violence among youth. Political parties involved in Nepali democratic upheavals resort to violence; this is where youth are portrayed as major actors in performing violent acts. Youths have always taken part in these political struggles. Political parties have used facts that relate to people suffering from various miseries as a means of manoeuvring and mobilizing youth to participate in armed struggles and uprisings. One would expect these violent episodes to have decreased as the country is now transitioning from armed conflict towards a sustainable peace, but instead post-war Nepal has been continuously facing challenges that youth are posing through their violent behaviours. Addressing issues of unemployment, a corrupt political culture, nepotism and inappropriate political socialization are factors which require urgent responses with political commitment to stop youth participation in political violence. One way to realize this would be to encourage youth engagement in positive peace-building endeavours in Nepal.
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Abubakar, A. "YOUTHS AS AN AGENT FOR PEACEBUILDING: A CASE STUDY OF MAIDUGURI, BORNO STATE, NIGERIA." Open Journal of Social Science and Humanities (ISSN: 2734-2077) 2, no. 2 (2021): 29–35. http://dx.doi.org/10.52417/ojssh.v2i2.267.

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Young people need to be recognized and supported to play a major role as agents of peace. The society needs to partner with them to form a sine qua non (an essential condition) in promoting the global agenda for youth involvement in sustainable peace. Peacebuilding is broadly defined as an ‘action to identify and support structures which tends to strengthen and solidify peace in order to avoid a relapse into conflict.’ Therefore, peacebuilding is directed towards the eradication of the root causes of violence and is necessarily a multifaceted and multidimensional project that involves political, legal, economic, social, religious and cultural institutions and security practices, which are understood as complementary and mutually reinforcing. This paper examines how the involvement of youths in the peacebuilding process can promote sustainable peace in Maiduguri, Borno State, as a result of the Boko Haram conflict to avoid future occurrences of such conflict. The objective of the study is to explore the role Maiduguri youths can play in building sustainable and long-term peace in Maiduguri, Borno State as a critical stakeholder. The study employs the multidimensional research method also as a peer-review paper, the secondary source of data was used. The finding reveals that youth are critical stakeholders in peacebuilding and should be involved at all stages of the peace process. The study recommends that the Borno State Government should formulate policies and programs that are directed towards youth’s engagement in governance, address unemployment problem etc. since participatory democracy, youth empowerment, and social wellbeing are critical drivers of sustainable development, peace and security.
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Dissertations / Theses on the topic "Youth in peace-building"

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Södergren, Wall Emma. "Building Peace from Within : Perspectives of Syrian Youth." Thesis, Uppsala universitet, Teologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-389644.

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This study is based on the perspectives of Syrian youth, on how they can contribute to and participate in future peace initiatives for Syria. The purpose of the study is to investigate opportunities and barriers to youth’s participation for peace, as well as the instrumental role of education in learning about nonviolent pathways for change. Thus, the research is conducted through the collection of narratives with a digital survey-interview method, followed by a thematic analysis with primarily inductive approach, putting the views and ideas of the youth at the centre of the study. The results from the narratives show that the youth have agency and hope to act for positive change in their societies, although they simultaneously feel restrained by suffering, due to imposed restrictions, increasing deprivation, and the on-going violent conflict. Following the analysis, the final themes are discussed against existing research on the topics of peace, participation, and education. The importance of education as a tool for peace and nonviolence was confirmed by the research participants’ strong emphasis on the benefits of education. Additionally, the youth propose that education for peace should include practical elements, and that practical skills are also part of building peace. The barriers in the narratives are discussed as something that can restrict people’s opportunities to return at all, however, the worries are accompanied by strong beliefs in cooperation, dialogue, and intergroup networks of care and respect. The final conclusions include emphasis on the need to support existing local and grassroots initiatives for peace, ideally through multi-sectoral approaches, incorporating support both from the humanitarian and the peacebuilding sectors. Furthermore, the youth participants show a great will to partake in creating positive change and building sustainable peace, nonetheless, they also need support to manage current barriers, including to put an end to the violent conflict.
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De, Graaf Anne. "Speaking peace into being : voice, youth and agency in a deeply divided society." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/15531.

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This thesis asks how voice enables youth to claim agency within divided societies, and what are the implications of this in terms of conflict and peacebuilding? It is an analysis of the significance of young people's voices to international relations. The research is framed in terms of human rights and human security, children's rights, and recognition theories. Its aim is to draw conclusions both about the nature of voice and agency, or power, and about how the framing of the present research in this area impacts the ability of the discourse to take into account the significance of listening to those who are marginalized. From these starting points the thesis will explore questions such as the following: In what ways do children have a voice? If young people had more of a voice, would it make a difference? Does having a voice lead to power? If so, does this create a culture of respect for this voice, and in turn an increase in the speaker's ability to claim agency? Does increasing participation have an impact upon people's likeliness to resort to violence? These aspects are important because they contribute to knowledge and frameworks for peacebuilding in post-conflict areas and the link between voice and violence may provide a key to reducing youth violence in post-conflict areas, but most significantly, hearing young voice could contribute to a sustainable peace, envisioned by and cultivated by the very generation that must own that peace if it is to become lasting.
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Verwoord, Roselynn Eileen Marie. ""Building Peace" through quiltmaking : the role of participatory artistic quiltmaking in supporting peacebuilding among grade 4-7 youth." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33979.

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This thesis explored how participatory artistic quiltmaking contributed to peacebuilding as defined by Bickmore (2004) among grade 4, 5, 6, and 7 students in one classroom at an inner-city elementary school in Vancouver, BC. Using Bickmore’s (2004) frame, the following questions were explored: 1. What makes participatory artistic quiltmaking an effective vehicle for grade 4, 5, 6, and 7 students to engage in peacebuilding? 2. How are peacekeeping, peacemaking, and peacebuilding evident in the experiences, processes, and interactions among the participants involved in the project? 3. How does Bickmore’s frame provide an adequate theorization for understanding the experiences and processes among the participants involved in the project? 4. How does the data gathered in this project challenge and extend Bickmore’s frame? This study was composed of three parts: (1) ethnographic observations to understand issues in the school from a social justice perspective; (2) participatory artistic quiltmaking on the theme of inclusion and exclusion with one class of participants including students, the classroom teacher, educational assistant, volunteer quiltmaker, and me; (3) interviews with participants and parents. Analysis of the data revealed several themes. The artistic component of the quiltmaking process contributed to three outcomes: (1) the fostering of individuality and collectivity among participants; (2) the fostering of self expression; and (3) the fostering of creativity. The participatory component contributed to three outcomes: (1) the fostering of group development; (2) the fostering of a sense of inclusion; and (3) the connecting of personal experiences and stories to the theme of inclusion and exclusion. The quiltmaking process contributed to three outcomes: (1) it promoted a shift in perspective about others, which fostered new and deeper relationships; (2) it fostered confidence and pride; and (3) it fostered a sense of hope and hope for peace while sending a larger message or statement. These outcomes demonstrate peacemaking and peacebuilding, as defined by Bickmore. The findings from this study have implications for administrators involved in curriculum development, particularly in peace education; teachers involved in supporting social justice; policy makers involved in developing school policies; and individuals who conduct community-based participatory research in school-based settings with youth.
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Fudu, Hailey K. "Building a culture of peace in Durban, South Africa : an action research study with youth empowerment programme participants." Thesis, 2017. http://hdl.handle.net/10321/2580.

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Submitted in fulfillment of the requirements for the degree of Master of Management Science: Public Management (Peacebuilding), Durban University of Technology, Durban, South Africa, 2017.<br>This thesis sought to answer the research question: How can youth programmes in South Africa contribute more effectively to peacebuilding? South Africa is a country suffering from major inequality and violence. The mark left by the previous disempowering system is still affecting South African people and there is a clear need for justice and healing from all forms of violence and inequality. The existing inequalities are largely racial and economic and those under 25 years of age constitute a large percentage of both perpetrators and victims of violent crime (Clark 2012: 78). This study focused on youth in the Durban area who are South Africans of mostly Zulu heritage. The youth are surrounded by violence caused by disadvantaged circumstances, which include economic, racial and emotional damage inherited from the apartheid system. This group is referred to as ‘youth’ throughout this study as it examines the issues of violence in South Africa and how some young people are exploring solutions. Through an examination of literature and action research (AR) with participants from various programmes, this thesis investigates methods for improving the ability of Durban-based youth programmes to respond efficiently to the needs of youth as they endeavour to transform their communities. Following the identification of methods through focus group discussions, interviews and a review of literature, an action team was formed. This team consulted on which methods they wished to use for a collaborative peace project. They took what they learned from this process forward by sharing their experience with their respective empowerment programmes and by continuing to work together on an ongoing basis to bring their peace project to various other groups of children and youth throughout communities in Durban. The study concluded that when youth projects and programmes allow for youth to play a significant role in planning, action and reflection, whilst also receiving sufficient support from a mentor, they are empowered and the programmes are effective. The youth in this study began by discussing the issues surrounding them, brainstorming possible solutions and then designing a peace intervention in the form of a peace promotion performance. The performance was well received and the participants were empowered from the proactive roles they each played in preparing and delivering the performance. Through this transformational learning and service to the community, opportunities for youth to grow, mature and attain self-efficacy were nurtured. This process resulted in the further development of essential life-skills and positive values, and the youth participants learned to identify themselves with positive peers, mentors and purposeful activity. The action research also improved participants’ confidence, their desire to serve others and helped them to achieve a strong sense of positive endurance and strength to overcome the violence and negative influences around them. This peace project allowed the team members to make meaningful contributions to their community and inspired other youth by modelling peace in action.<br>M
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Varjavandi, Roya. "A participatory action research study of junior youth-led community action in Durban, South Africa." Thesis, 2017. http://hdl.handle.net/10321/2609.

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Submitted in fulfillment of the requirements for the degree of Degree of Masters of Management Sciences Specialising in Public Management, Durban University of Technology, Durban, South Africa, 2017.<br>Informed by Bronfenbrenner’s theory of social ecosystems and embedded in the Freirean pedagogy of participatory and critical praxis, this youth-led participatory action research (YPAR) study aims to highlight the power and potential of young people as peacebuilders. Bringing attention to the powerful capacity young people have in transforming society, the entire process was guided by the following meta-question: “how can YPAR assist young people to become active agents in the construction of peace?” Approximately 20 young people aged between 13 and 17 from a low-income high-density neighbourhood in central Durban became co-researcher volunteers in the program. Their participation in a six phases process involved exploration and identification of the social needs of the community, followed by planning, implementing and evaluating a peacebuilding intervention. The data itself is comprised of the activities that constituted the YPAR program, including drama skits, mapping and photo story posters. The data was collected using research diaries, video and audio recording and photography. Through the involvement of participants in research and action as “peace leaders,” the findings highlight the potential of YPAR in the peacebuilding field.<br>M
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Books on the topic "Youth in peace-building"

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Côte d'Ivoire) Forum sous-régional des jeunes pour la paix et la sécurité en Afrique (1st 2016 Abidjan. Rapport general Abidjan: 20-22 juillet 2016. Gorée Institute, 2016.

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1968-, McEvoy-Levy Siobhán, Joan B. Kroc Institute for International Peace Studies., RIREC Project on Post-Accord Peace Building., and Research Initiative on the Resolution of Ethnic Conflict., eds. Troublemakers or peacemakers?: Youth and post-accord peace building. University of Notre Dame Press, 2006.

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West Africa Network for Peacebuilding, ed. Youth and Peace Education Programme: Peer mediation manual. West Africa Network for Peacebuilding (WANEP), 2011.

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Sinha, Navanita. Searching for peace in Afghanistan: Collaborative possibilites for youth in peacebuilding : a report, April 27, 2008, New Delhi, India. WISCOMP, Foundation for Universal Responsibility of His Holiness the Dalai Lama, 2008.

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Deutsche Gesellschaft für Technische Zusammenarbeit. Sports for peace Mindanao: A training manual. German Technical Cooperation, Poverty Reduction and Conflict Transformation-Mindanao Project, 2009.

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Kamatsiko, Vat. Small feet, deep prints: Young people building peace with World Vision East Africa. World Vision Africa, 2005.

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Mofya, Brenda. Report: 2nd regional youth training on conflict, peace, and development : the General Emmanuel Erskine Research and Documentation Centre, Vumba, Zimbabwe, 7-11 November, 2007 in collaboration with the Dag Hammarskjold Centre for Peace, Good Governance, and Human Rights, Mindolo (Zambia). Centre for Peace Initiatives in Africa, 2007.

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Pramod, Kumar. Situation analysis on youth and peace building: Bangladesh, India, Malaysia, Pakistan, and Sri Lanka. Institute for Development and Communication, 2009.

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Schwartz, Stephanie. Youth and post-conflict reconstruction: Agents of change. U.S. Institute of Peace Press, 2010.

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Gog, Janneke van. Coming back from the bush: Gender, youth and reintegration in northern Sierra Leone. African Studies Centre, 2008.

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Book chapters on the topic "Youth in peace-building"

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Correia, Sarah. "Nationalist Violence in Post-Milošević Serbia: Extremist Right-Wing Youth Groups as Instruments of Intimidation of Civic-Minded Individuals and Organizations." In Transnational Terrorism, Organized Crime and Peace-Building. Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230281479_18.

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Carter, L. Randolph, and Michael Shipler. "8. Youth: Protagonists for Peace." In People Building Peace II. Lynne Rienner Publishers, 2005. http://dx.doi.org/10.1515/9781685851316-011.

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Ntarangwi, Mwenda. "Youth, Music, and Peace Building." In International Encyclopedia of the Social & Behavioral Sciences. Elsevier, 2015. http://dx.doi.org/10.1016/b978-0-08-097086-8.64119-3.

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"Youth as Peacebuilders." In Pedagogies for Building Cultures of Peace. Brill | Sense, 2018. http://dx.doi.org/10.1163/9789004375239_005.

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"Exploring Power Assumptions with Youth." In Pedagogies for Building Cultures of Peace. Brill | Sense, 2018. http://dx.doi.org/10.1163/9789004375239_008.

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"Constructions of Enmity: Perspectives from Youth." In Pedagogies for Building Cultures of Peace. Brill | Sense, 2018. http://dx.doi.org/10.1163/9789004375239_007.

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"Participatory, Critical and Collaborative Research with Youth." In Pedagogies for Building Cultures of Peace. Brill | Sense, 2018. http://dx.doi.org/10.1163/9789004375239_006.

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Jwihan, Isam, Gada Muhsin, Nael Hasan, Norbert Goldfield, and Richard A. Rawson. "Al-MaqdeseDrug abuse prevention among Palestinian youth in East Jerusalem." In Peace Building through Women’s Health. Routledge, 2021. http://dx.doi.org/10.4324/9781003163657-4.

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Ahrari, Seyedali, Zeinab Zaremohazzabieh, and Jamilah Bt Othman. "Peace Education Programme for Youth in Conflict." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0078-0.ch008.

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Peace education programmes have rapidly gained worldwide popularity, as states, civil society organizations and international agencies progressively recognise their importance. However, it is argued that youth should be a target of these programmes, and this is bolstered by economic and political considerations. The literature on the construction of peace education programming for youths is limited, especially in conflict settings. Thus, this chapter examines the conceptual debate about peace education programmes as vehicle for youths who are involved in growing conflict. Hence, this chapter provides an account of the cumulative body of knowledge of how youths conceptualise education programmes, and evaluate them as preparation for promoting peacebuilding. We believe that this chapter provides a beneficial means to explore the role of education for creating peace in areas of conflict, increase credibility in peace-building, and push youths forward to participate in peace programmes in the area of education.
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"Strategies for Building Cultures of Peace with Youth." In Pedagogies for Building Cultures of Peace. Brill | Sense, 2018. http://dx.doi.org/10.1163/9789004375239_009.

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