Peace building: a conceptual framework

Abstract

An interdisciplinary legal and social work framework for peace building is presented. Inequality and its eradication are identified as linking factors transforming conflict into coexistence. Peace building is determined to entail participation in the struggle for social justice. Three conditions are identified as central to the peace building process. The first necessitates the establishment of inclusive, autonomous communities, each free to express religious, cultural and national aspirations and identity. The second requires the recognition of the legitimacy of each community to assert rights and claims without denying those of the other. This premise supports the view of the individual in relation and notes that coexistence can only be advanced through the building of mutual relationships. Finally, peace building requires recognition of human rights as a tool to promote relationships both within and between societies.

A Cross-Disciplinary Study of Early Childhood Development and Peacebuilding: New Conceptualizations of Early Childhood for Global Sustainable Development

“…This observation is aligned with a participatory approach which empowers children with choices that enhance their capacities to influence policy development and decision-making to make a difference to their own as well as society's situation (Evans, 2008;Watson, 2004). The research argues for the central role of children in creating long term sustainable peace through influencing decisions that affect all areas of their lives and their participation in the community and society (Britto, 2012;Gervais, 2004;Moshe, 2001;Vestal & Jones, 2004). A key principle that underpins a participatory approach is the meaningful contribution of children and families to the peacebuilding agenda.…”

“…Significantly, the overall synthesis of the literature revealed a conceptual framework that is defined in "relational terms" in the way individuals co-exist, relate with each other, and build mutually respectful relationships (Klein, Goerrtz, & Diehl, 2008;Moshe, 2001). The emergent conceptual framework shown in Figure 2 illustrates an ecological model that is informed by the different environments and systems which affect children's overall development and well-being (Bronfenbrenner, 1995).…”

“…The prominence of peacebuilding on the global agenda is reflected in the United Nations Sustainable Development Goals (SDG) which aims to promote peaceful and inclusive societies for sustainable development, provide access to justice for all, and build effective, accountable, and inclusive institutions at all levels (Goal 16) (United Nations, 2015). This conceptualization of peacebuilding is especially pertinent in the context of fragile countries in the transition from conflict and instability to more socially cohesive and sustainable societies (Moshe, 2001). The Organization for Economic Cooperation and Development (OECD) identified 56 fragile which are affected by some degree of political and social violence and face growing insecurity and instability (OECD, 2016); almost a third of fragile countries identified are in the East Asia and Asia Pacific region with a significant proportion of children and families living at risk in adverse conditions.…”

A Cross-Disciplinary Study of Early Childhood Development and Peacebuilding: New Conceptualizations of Early Childhood for Global Sustainable Development

“…This observation is aligned with a participatory approach which empowers children with choices that enhance their capacities to influence policy development and decision-making to make a difference to their own as well as society's situation (Evans, 2008;Watson, 2004). The research argues for the central role of children in creating long term sustainable peace through influencing decisions that affect all areas of their lives and their participation in the community and society (Britto, 2012;Gervais, 2004;Moshe, 2001;Vestal & Jones, 2004). A key principle that underpins a participatory approach is the meaningful contribution of children and families to the peacebuilding agenda.…”

“…The findings showed three main paradigms or themes in the conceptualization of ECD or ECCE and peacebuilding. Significantly, the overall synthesis of the literature revealed a conceptual framework that is defined in "relational terms" in the way individuals co-exist, relate with each other, and build mutually respectful relationships (Klein, Goerrtz, & Diehl, 2008;Moshe, 2001). The emergent conceptual framework shown in Figure 2 illustrates an ecological model that is informed by the different environments and systems which affect children's overall development and well-being (Bronfenbrenner, 1995).…”