Inclusivity in Peacebuilding 2100-ERASMUS-INPE
During a short period of 5 weeks, this course will equip students with practical tools that shape peacebuilding efforts worldwide. Put in the context of existing international frameworks, these tools will allow to make a tangible contribution to peace in Europe and beyond.
WEEK 1
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.
WEEK 2
Sessions 3 and 4: Women, Peace, and Security. Inclusivity in Peace Negotiations.
• UNSCR 1325, succeeding resolutions and implementation gaps. National and regional action plans. Gendered impacts of conflict.
• Track 1 and Track 2 peace negotiations. Case study “Ulaanbaatar Process: A Civil Society Approach to Building Peace in Northeast Asia.”
Practical exercise: Peace negotiations simulation “Northeast Asia Peace Games: Drafting a Regional Action Plan for UNSCR 1325 Women, Peace, & Security”
WEEK 3
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
WEEK 4
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.
• Planning an inclusive peacebuilding initiative. Theory of change.
Practical exercise: Discussion of the concept note template (course assignment)
WEEK 5
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.
Mode
Prerequisites (description)
Course coordinators
Learning outcomes
1. (Knowledge, K_W) The student knows the roles and functions of actors involved in inclusive peacebuilding and conflict prevention.
2. (Knowledge, K_W) The student understands key concepts related to inclusive peacebuilding and is familiar with the main international frameworks in this field.
3. (Knowledge, K_W) The student understands the specific characteristics of peacebuilding approaches in different countries and regions of the world, with particular emphasis on Eurasia (Eastern Europen, Central and North-East Asia).
4. (Skills, K_U) The student is able to plan and organize independent research and collaborate effectively with others in group projects addressing issues related to inclusive peacebuilding.
5. (Skills, K_U) The student is able to lead the work of a team, assume a leading role within a team, or collaborate effectively with other team members.
6. (Skills, K_U) The student is able to communicate, prepare public presentations, and engage in debate on issues concerning inclusive peacebuilding.
7. (Social competences, K_W) The student is ready to participate in the development and coordination of social projects in the field of peacebuilding and to anticipate the outcomes of such activities.
8. (Social competences, K_W) The student is ready to organize activities aimed at promoting and advocating inclusivity in peacebuilding.
9. (Social competences, K_W) The student is ready to cope with situations that require initiative, independent thinking, and proactive engagement.
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%
This course follows an AI Assessment Scale (AIAS) Level 2: AI Idea Generation and Structuring. AI can be used for pre-task activities like brainstorming, research, and organizing ideas. The final submission of the course assignment must be independently developed by the student based on the template suggested by the course instructor.
Bibliography
Week 1
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.
Barnett, M., Kim, H., O’Donnell, M., & Sitea, L. (2007). Peace building: What is in a name? Global Governance, 13(1), 35–58.
https://steps-for-peace.org/wp-content/uploads/peacebuilding-name-barnett.pdf
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
Week 2
Scenario and role sheet for the Northeast Asia Peace Games: Drafting a Regional Action Plan for UNSCR 1325 Women, Peace, & Security.
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)
Docherty, J. S. (2004). Negotiation occurs in a negotiated context. In The little book of strategic negotiation (chap. 2). Good Books.
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.
Week 3
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
United Nations & World Bank. (2018). Pathways for peace: Inclusive approaches to preventing violent conflict (Executive Summary) [PDF]. World Bank. https://www.pathwaysforpeace.org/
Mac Ginty, R. (2008). Indigenous peace-making versus the liberal peace. Cooperation and Conflict, 43(2), 139–163. https://doi.org/10.1177/0010836708089080
Week 4
International Panel on the Information Environment [C. Zelizer, F. Ogenga, L.
Schirch, E. Tauchnitz, P. N. Howard, S. Valenzuela (eds.)], “AI for Peacebuilding:
Promises and Pitfalls,” Zurich, Switzerland: IPIE, 2025. Summary for Policymakers,
SFP2025.3, doi: 10.61452/VKJF9318
https://www.ipie.info/research/sfp2025-3
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
Week 5
OECD, DAC Recommendation on the Humanitarian-Development-Peace Nexus, OECD/LEGAL/5019
https://legalinstruments.oecd.org/public/doc/643/643.en.pdf
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: