Institutional Affiliation
New York University
Start Date
3-11-2023 2:30 PM
End Date
3-11-2023 4:00 PM
Proposal Type
Presentation
Proposal Format
On-campus
Proposal Description
This research seeks to understand how conflict transformation can be furthered by the inclusion of women in peace processes, as affirmed by the Women, Peace, and Security (WPS) agenda, through engagement with Conflict Transformation Education (CTE). This intervention proposes a community-centered CTE workshop in Afghan refugee communities in Pakistan, following the efforts of displaced Afghan women in conducting community peace efforts, including running schools within and outside refugee camps and the provision of humanitarian aid (Rostami-Povey, 2007; “The Future,” 2021). As such, displaced Afghan women and girls have played a critical role in peace processes and are uniquely positioned at the intersections of the community, state, and international levels. This intervention theorizes that CTE in this context could contribute to the furthering of Afghan women and girls’ inclusion in catalyzing changes to peace writ little, at the individual and community levels, and Peace Writ Large, overarching peacemaking and peacebuilding processes. This research turns to CTE as it “aims to prepare individuals, communities, and larger polities to undertake the difficult-yet-necessary task of transforming conflicts and conflict dynamics as the predominant method of building more peaceful societies globally” (Hill, 2021), and draws on theory and prior application of peace education and CTE programming among displaced youth. This paper will expand upon existing theory by proposing a framework for a year-long intervention that will draw upon the dialogical nature of CTE in training Afghan women teachers and will then involve participatory-formatted workshops with young Afghan women, which will provide an opportunity for participants to gain ownership of peace and conflict transformation theories and processes. This research will propose that through Structural, Attitudinal, and Transactional changes, Afghan women and girls could play a role in transforming conflict and moving towards the achievement of peace writ little and Peace Writ Large goals.
Key Words
Peace; Conflict; Peace Education; Peacebuilding; Peacemaking; Women, Peace, and Security; Security Council Resolution 1325; Conflict Transformation Education; Afghanistan; Intervention
Reconciling Women, Peace, and Security and Conflict Transformation through Conflict Transformation Education in Afghan Refugee Communities
This research seeks to understand how conflict transformation can be furthered by the inclusion of women in peace processes, as affirmed by the Women, Peace, and Security (WPS) agenda, through engagement with Conflict Transformation Education (CTE). This intervention proposes a community-centered CTE workshop in Afghan refugee communities in Pakistan, following the efforts of displaced Afghan women in conducting community peace efforts, including running schools within and outside refugee camps and the provision of humanitarian aid (Rostami-Povey, 2007; “The Future,” 2021). As such, displaced Afghan women and girls have played a critical role in peace processes and are uniquely positioned at the intersections of the community, state, and international levels. This intervention theorizes that CTE in this context could contribute to the furthering of Afghan women and girls’ inclusion in catalyzing changes to peace writ little, at the individual and community levels, and Peace Writ Large, overarching peacemaking and peacebuilding processes. This research turns to CTE as it “aims to prepare individuals, communities, and larger polities to undertake the difficult-yet-necessary task of transforming conflicts and conflict dynamics as the predominant method of building more peaceful societies globally” (Hill, 2021), and draws on theory and prior application of peace education and CTE programming among displaced youth. This paper will expand upon existing theory by proposing a framework for a year-long intervention that will draw upon the dialogical nature of CTE in training Afghan women teachers and will then involve participatory-formatted workshops with young Afghan women, which will provide an opportunity for participants to gain ownership of peace and conflict transformation theories and processes. This research will propose that through Structural, Attitudinal, and Transactional changes, Afghan women and girls could play a role in transforming conflict and moving towards the achievement of peace writ little and Peace Writ Large goals.
Key Words
Peace; Conflict; Peace Education; Peacebuilding; Peacemaking; Women, Peace, and Security; Security Council Resolution 1325; Conflict Transformation Education; Afghanistan; Intervention