Inclusivity in Peacebuilding 2100-ERASMUS-INPE
Session 1: Introduction and Theoretical Foundations of Inclusive Peace
• About the course and course instructor; expectations of students.
• Peace and conflict in international relations: theory and practice. Key concepts and paradigms.
• Definitions and dimensions of inclusion.
Group discussion: “Why does inclusivity matter in building peace?”
Session 2: Youth, Peace, and Security
• The UN Youth, Peace and Security Resolution 2250.
• The Missing Peace: Independent Progress Study.
• Youth as peacebuilders, stakeholders and drivers of change. UNOY.
Practical exercise: European Youth Delegate at the UNSC meeting.
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Sessions 3 and 4: Inclusion of Women in Peace Negotiations
• Gendered impacts of conflict and feminist peace theories.
• UNSCR 1325, succeeding resolutions and implementation gaps. National and regional action plans. Case study
• Dialogue and mediation. Track 1 and Track 2.
• Case study “Ulaanbaatar Process: A Civil Society Approach to Building Peace in Northeast Asia.”
Practical exercise: Peace negotiations simulation (Peace Games)
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Session 5: Grassroots Peacebuilding and Local Ownership. Indigenous and Minority Inclusion
• Bottom-up vs. top-down peace approaches.
• Variety of peacebuilding tools at all stages of conflict: from prevention to post-conflict reconciliation
Group discussion: “How localization enhances inclusivity”
Session 6: Participatory Video (PV) Methodology as a Tool for Inclusion of Marginalized Groups
• PV methodology as a tool for inclusivity in peacebuilding.
• Case studies of Kyrgyzstan and the Occupied Palestinian Territories.
Practical exercise: Workshop in participatory video methodology
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Session 7: Advocacy and Promotion of Inclusivity in Peacebuilding
• Key advocacy principles and concepts.
• Inclusive peace in the era of digital activism; overview of social media and other tools for promotion.
Practical exercise: Social media campaign dedicated to the UNSCR 2250 anniversary
Session 8: Resources for Local Peacebuilding
• Accessibility of funds: case studies of funding streams such as “Youth for Youth,” emergency support, etc.
• Key concepts for fundraising, including theory of change and project concept notes.
Practical exercise: Q&A about the concept note template.
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Session 9: Future Directions. Critiques and Challenges of Inclusive Peacebuilding
• Innovation in peacebuilding. Intersectionality and further development of peacebuilding tools. Case study of Ukraine.
• Tokenism, instrumental inclusion, and fatigue.
• Practical limits and unintended results.
Practical exercise: Presentation of the project concept notes prepared by students (elevator pitch).
Session 10: Transparency and Assessment of Results; Course Conclusion
• Monitoring, accountability, and adaptive peacebuilding.
• Reporting, audit, and evaluation.
Practical exercise: Outcome harvesting workshop.
Course wrap-up and peer assessment.
Course coordinators
Assessment criteria
• Attendance: 20%
• Active participation in discussions and exercises: 30%
• Submitted assignment (project’s concept note according to suggested template): 20%
• Peer-assessment: 30%
Bibliography
Barnett, M., Kim, H., O’Donnell, M., & Sitea, L. (2007). Peace building: What is in a name? Global Governance, 13(1), 35–58.
Mac Ginty, R. (2008). Indigenous peace-making versus the liberal peace. Cooperation and Conflict, 43(2), 139–163. https://doi.org/10.1177/0010836708089080
United Nations Secretary-General. (2023, July 20). A new agenda for peace: Policy brief. United Nations Department of Political and Peacebuilding Affairs. https://dppa.un.org/en/a-new-agenda-for-peace
United Nations Security Council. (2015, December 9). Resolution 2250 (2015) on youth, peace and security (S/RES/2250). https://undocs.org/S/RES/2250(2015)
Simpson, G., et al. (2018). The missing peace: Independent progress study on youth, peace and security. United Nations Population Fund & Peacebuilding Support Office.
United Nations Security Council. (2000, October 31). Resolution 1325 (2000) on women, peace and security (S/RES/1325). https://undocs.org/S/RES/1325(2000)
UN Women. (2015). Preventing conflict, transforming justice, securing the peace: A global study on the implementation of United Nations Security Council Resolution 1325. UN Women.
Nusseibeh, L., Ormokeyev, T., Kochkarov, E., Kadyrov, Y., & Gryniuk, K. (2019). Participatory video in peacebuilding: Lessons learnt from occupied Palestinian territories and Kyrgyzstan. GPPAC. https://www.gppac.net/files/2019-11/Participatory%20Video%20in%20Peacebuilding-Lessons%20Learnt_0.pdf
Gryniuk, K. (2024). Emergency response funding mechanism: Supporting local peacebuilders in times of growing uncertainty. GPPAC.
https://www.gppac.net/resources/emergency-response-funding-mechanism-supporting-local-peacebuilders-times-growing
Wilson-Grau, R., & Britt, H. (2013). Outcome harvesting. Ford Foundation.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: