Studies in Conflict, Justice, and Social Change – serie

Residents of the Appalachian coalfields share a history and heritage, deep connections to the land, and pride in their own resilience. These same residents are also profoundly divided over the practice of mountaintop mining—that is, the removal and disposal in nearby valleys of soil and rock in order to reach underlying coal seams. Companies and some miners claim that the practice has reduced energy prices, earned income for shareholders, and provided needed jobs. Opponents of mountaintop mining argue that it poisons Appalachia's waters and devastates entire communities for the sake of short-term gains.This conflict is emblematic of many other environmental disputes in the United States and around the world, disputes whose intensity derives not only from economic and environmental stakes but also from competing claims to individual and community identity. Looking beyond the slogans and seemingly irreconcilable differences, however, can reveal deeper causes of conflict, such as flawed institutions, politics, and inequality or the strongly held values of parties for whom compromise is difficult to achieve.Mountaintop Mining in Appalachia focuses on the people of the region, the people who have the most at stake and have been the most active in trying to shift views and practices. By examining the experiences of these stakeholders and their efforts to effect change, Susan F. Hirsch and E. Franklin Dukes introduce key concepts and theories from the field of conflict analysis and resolution. They provide a compelling case study of how stakeholders challenge governance-as-usual, while offering insight into the causes of conflict over other environmental issues.

Residents of the Appalachian coalfields share a history and heritage, deep connections to the land, and pride in their own resilience. These same residents are also profoundly divided over the practice of mountaintop mining—that is, the removal and disposal in nearby valleys of soil and rock in order to reach underlying coal seams. Companies and some miners claim that the practice has reduced energy prices, earned income for shareholders, and provided needed jobs. Opponents of mountaintop mining argue that it poisons Appalachia's waters and devastates entire communities for the sake of short-term gains.This conflict is emblematic of many other environmental disputes in the United States and around the world, disputes whose intensity derives not only from economic and environmental stakes but also from competing claims to individual and community identity. Looking beyond the slogans and seemingly irreconcilable differences, however, can reveal deeper causes of conflict, such as flawed institutions, politics, and inequality or the strongly held values of parties for whom compromise is difficult to achieve.Mountaintop Mining in Appalachia focuses on the people of the region, the people who have the most at stake and have been the most active in trying to shift views and practices. By examining the experiences of these stakeholders and their efforts to effect change, Susan F. Hirsch and E. Franklin Dukes introduce key concepts and theories from the field of conflict analysis and resolution. They provide a compelling case study of how stakeholders challenge governance-as-usual, while offering insight into the causes of conflict over other environmental issues.

As the initial US observer, David Rawson participated in the 1993 Rwandan peace talks at Arusha, Tanzania. Later, he served as US ambassador to Rwanda during the last months of the doomed effort to make them hold. Despite the intervention of concerned states in establishing a peace process and the presence of an international mission, UNAMIR, the promise of the Arusha Peace Accords could not be realized. Instead, the downing of Rwandan president Habyarimana's plane in April 1994 rekindled the civil war and opened the door to genocide.In Prelude to Genocide, Rawson draws on declassified documents and his own experiences to seek out what went wrong. How did the course of political negotiations in Arusha and party wrangling in Kigali, Rwanda, bring to naught a concentrated international effort to establish peace? And what lessons are there for other international humanitarian interventions? The result is a commanding blend of diplomatic history and analysis that is a milestone read on the Rwandan crisis and on what happens when conflict resolution and diplomacy fall short.Published in partnership with the ADST-DACOR Diplomats and Diplomacy Series.

As the initial US observer, David Rawson participated in the 1993 Rwandan peace talks at Arusha, Tanzania. Later, he served as US ambassador to Rwanda during the last months of the doomed effort to make them hold. Despite the intervention of concerned states in establishing a peace process and the presence of an international mission, UNAMIR, the promise of the Arusha Peace Accords could not be realized. Instead, the downing of Rwandan president Habyarimana's plane in April 1994 rekindled the civil war and opened the door to genocide.In Prelude to Genocide, Rawson draws on declassified documents and his own experiences to seek out what went wrong. How did the course of political negotiations in Arusha and party wrangling in Kigali, Rwanda, bring to naught a concentrated international effort to establish peace? And what lessons are there for other international humanitarian interventions? The result is a commanding blend of diplomatic history and analysis that is a milestone read on the Rwandan crisis and on what happens when conflict resolution and diplomacy fall short.Published in partnership with the ADST-DACOR Diplomats and Diplomacy Series.

By taking students out of their comfort zone, field-based courses—which are increasingly popular in secondary and postsecondary education—have the potential to be deep, transformative learning experiences. But what happens when the field in question is a site of active or recent conflict? In Conflict Zone, Comfort Zone, editors Agnieszka Paczyńska and Susan F. Hirsch highlight new approaches to field-based learning in conflict zones worldwide. As the contributors demonstrate, instructors must leave the comfort zone of traditional pedagogy to meet the challenges of field-based education.Drawing on case studies in the United States and abroad, the contributors address the ethical considerations of learning in conflict zones, evaluate the effectiveness of various approaches to teaching these courses, and provide guidelines for effecting change. They also explore how the challenges of field-based classes are magnified in conflict and postconflict settings, and outline the dilemmas faced by those seeking to resolve those challenges. Finally, filling a crucial gap in existing literature, the contributors identify best practices that will assist aspiring instructors in developing successful field-based courses in conflict zones.Contributors: Daniel R. Brunstetter, Alison Castel, Gina M. Cerasani, Alexander Cromwell, Maryam Z. Deloffre, Sandi DiMola, Leslie Dwyer, Eric Hartman, Pushpa Iyer, Allyson M. Lowe, Patricia A. Maulden, rj nickels, Anthony C. Ogden, Jennifer M. Ramos, Lisa E. Shaw, Daniel Wehrenfennig

By taking students out of their comfort zone, field-based courses—which are increasingly popular in secondary and postsecondary education—have the potential to be deep, transformative learning experiences. But what happens when the field in question is a site of active or recent conflict? In Conflict Zone, Comfort Zone, editors Agnieszka Paczyńska and Susan F. Hirsch highlight new approaches to field-based learning in conflict zones worldwide. As the contributors demonstrate, instructors must leave the comfort zone of traditional pedagogy to meet the challenges of field-based education.Drawing on case studies in the United States and abroad, the contributors address the ethical considerations of learning in conflict zones, evaluate the effectiveness of various approaches to teaching these courses, and provide guidelines for effecting change. They also explore how the challenges of field-based classes are magnified in conflict and postconflict settings, and outline the dilemmas faced by those seeking to resolve those challenges. Finally, filling a crucial gap in existing literature, the contributors identify best practices that will assist aspiring instructors in developing successful field-based courses in conflict zones.Contributors: Daniel R. Brunstetter, Alison Castel, Gina M. Cerasani, Alexander Cromwell, Maryam Z. Deloffre, Sandi DiMola, Leslie Dwyer, Eric Hartman, Pushpa Iyer, Allyson M. Lowe, Patricia A. Maulden, rj nickels, Anthony C. Ogden, Jennifer M. Ramos, Lisa E. Shaw, Daniel Wehrenfennig

This volume offers practical, detailed guidance and case studies on how to avoid exacerbating inequalities while researching gender-based violence and other related issues in Africa. Wartime violence and its aftermath present numerous practical, ethical, and political challenges that are especially acute for researchers working on gender-based and sexual violence. Drawing upon applied examples from across the African continent, this volume features unique contributions from researchers and practitioners with decades of experience developing research partnerships, designing and undertaking fieldwork, asking sensitive questions, negotiating access, collecting and evaluating information, and validating results. These are all endeavors that also raise pressing ethical questions, especially in relation to retraumatization, social stigma, and even payment of participants. Ethical and methodological questions cannot be separated from political and institutional considerations. Systems of privilege and marginalization cannot be wished away, so they need to be both interrogated and contested. This is where precedents and power relations established under colonialism and imperialism take center stage. Europeans have been extracting valuable resources from the African continent for centuries. Research into gender-based violence risks being yet another extractive industry. There are times when committed individuals can make valuable contributions to a more equitable future, but funding streams, knowledge hierarchies, and institutional positions continue to have powerful effects.Accordingly, the contributors to this volume also concentrate upon the layered effects of power and position, relationships between researchers, organizations, and communities, and the political economy of knowledge production; this brings into focus questions about how and why information gets generated, for which kinds of audiences, and for whose benefit.

This volume offers practical, detailed guidance and case studies on how to avoid exacerbating inequalities while researching gender-based violence and other related issues in Africa. Wartime violence and its aftermath present numerous practical, ethical, and political challenges that are especially acute for researchers working on gender-based and sexual violence. Drawing upon applied examples from across the African continent, this volume features unique contributions from researchers and practitioners with decades of experience developing research partnerships, designing and undertaking fieldwork, asking sensitive questions, negotiating access, collecting and evaluating information, and validating results. These are all endeavors that also raise pressing ethical questions, especially in relation to retraumatization, social stigma, and even payment of participants. Ethical and methodological questions cannot be separated from political and institutional considerations. Systems of privilege and marginalization cannot be wished away, so they need to be both interrogated and contested. This is where precedents and power relations established under colonialism and imperialism take center stage. Europeans have been extracting valuable resources from the African continent for centuries. Research into gender-based violence risks being yet another extractive industry. There are times when committed individuals can make valuable contributions to a more equitable future, but funding streams, knowledge hierarchies, and institutional positions continue to have powerful effects.Accordingly, the contributors to this volume also concentrate upon the layered effects of power and position, relationships between researchers, organizations, and communities, and the political economy of knowledge production; this brings into focus questions about how and why information gets generated, for which kinds of audiences, and for whose benefit.

Residents of the Appalachian coalfields share a history and heritage, deep connections to the land, and pride in their own resilience. These same residents are also profoundly divided over the practice of mountaintop mining—that is, the removal and disposal in nearby valleys of soil and rock in order to reach underlying coal seams. Companies and some miners claim that the practice has reduced energy prices, earned income for shareholders, and provided needed jobs. Opponents of mountaintop mining argue that it poisons Appalachia's waters and devastates entire communities for the sake of short-term gains.This conflict is emblematic of many other environmental disputes in the United States and around the world, disputes whose intensity derives not only from economic and environmental stakes but also from competing claims to individual and community identity. Looking beyond the slogans and seemingly irreconcilable differences, however, can reveal deeper causes of conflict, such as flawed institutions, politics, and inequality or the strongly held values of parties for whom compromise is difficult to achieve.Mountaintop Mining in Appalachia focuses on the people of the region, the people who have the most at stake and have been the most active in trying to shift views and practices. By examining the experiences of these stakeholders and their efforts to effect change, Susan F. Hirsch and E. Franklin Dukes introduce key concepts and theories from the field of conflict analysis and resolution. They provide a compelling case study of how stakeholders challenge governance-as-usual, while offering insight into the causes of conflict over other environmental issues.

By taking students out of their comfort zone, field-based courses—which are increasingly popular in secondary and postsecondary education—have the potential to be deep, transformative learning experiences. But what happens when the field in question is a site of active or recent conflict? In Conflict Zone, Comfort Zone, editors Agnieszka Paczyńska and Susan F. Hirsch highlight new approaches to field-based learning in conflict zones worldwide. As the contributors demonstrate, instructors must leave the comfort zone of traditional pedagogy to meet the challenges of field-based education.Drawing on case studies in the United States and abroad, the contributors address the ethical considerations of learning in conflict zones, evaluate the effectiveness of various approaches to teaching these courses, and provide guidelines for effecting change. They also explore how the challenges of field-based classes are magnified in conflict and postconflict settings, and outline the dilemmas faced by those seeking to resolve those challenges. Finally, filling a crucial gap in existing literature, the contributors identify best practices that will assist aspiring instructors in developing successful field-based courses in conflict zones.Contributors: Daniel R. Brunstetter, Alison Castel, Gina M. Cerasani, Alexander Cromwell, Maryam Z. Deloffre, Sandi DiMola, Leslie Dwyer, Eric Hartman, Pushpa Iyer, Allyson M. Lowe, Patricia A. Maulden, rj nickels, Anthony C. Ogden, Jennifer M. Ramos, Lisa E. Shaw, Daniel Wehrenfennig