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From the international perspective, the peace process in Liberia has generally been described as a successful model for international peacebuilding interventions. But how do Liberians perceive the peace process in their country? The aim of this paper is to complement an institutionalist approach looking at the security and justice mechanism in Liberia with some insights into local perceptions in order to answer the following question: how do Liberians perceive the peace process in their country and which institutions have been supportive for the establishment of sustaining peace? After briefly introducing the background of the Liberian conflict and the data collection, I present first results, analyzing the mechanism linking two peacebuilding institutions (peacekeeping and transitional justice) with the establishment of sustaining peace in Liberia.
How do active learning environments—by means of simulations—enhance political science students’ learning outcomes regarding different levels of knowledge? This paper examines different UN simulations in political science courses to demonstrate their pedagogical value and provide empirical evidence for their effectiveness regarding three levels of knowledge (factual, procedural and soft skills). Despite comprehensive theoretical claims about the positive effects of active learning environments on learning outcomes, substantial empirical evidence is limited. Here, we focus on simulations to systematically test previous claims and demonstrate their pedagogical value. Model United Nations (MUNs) have been a popular teaching device in political science. To gain comprehensive data about the active learning effects of MUNs, we collect data and evaluate three simulations covering the whole range of simulation characteristics: a short in-class simulation of the UN Security Council, a regional MUN with different committees being simulated, and two delegations to the National Model United Nations, for which the students prepare for 1 year. Comparative results prove that simulations need to address certain characteristics in order to produce extensive learning outcomes. Only comprehensive simulations are able to achieve all envisioned learning outcomes regarding factual and procedural knowledge about the UN and soft skills.
This article investigates local perceptions of international peacebuilding in Sierra Leone and Liberia and explains the need for an inclusive framework addressing peace and justice at the same time. These neighbouring countries in West Africa not only share the burden of an intertwined conflict history but have also been described as prototypes for successful peacebuilding. However, both cases show striking differences with regard to the relative importance given to security and justice during the peace process and within the selected peacebuilding approaches. In Liberia, the peacebuilding framework was clearly sequenced, favouring security over justice. In Sierra Leone, it included a comprehensive TJ component, which was implemented alongside security-centred initiatives. In order to compare these two cases and to elaborate on the challenges of establishing both peace and justice in post-conflict settings with a more people-centred focus, we conducted expert interviews with (inter)national peacebuilding actors and opinion surveys, asking how the civilian populations themselves perceive the peace process and the effectiveness of international peacebuilding. The findings provide insights into local experiences with the inclusive peacebuilding framework implemented in Sierra Leone and the drawbacks of delaying justice and accountability in Liberia.
Verbessern Planspiele als aktive Lernmethode die Lernergebnisse von Student*innen der Friedens- und Konfliktforschung (FuK)? Dieser Beitrag untersucht verschiedene UN-Simulationen, um deren Effektivität in Bezug auf drei Wissensbereichen (Fakten- und Verfahrenswissen, Soft Skills) nachzuweisen. Im Gegensatz zu theoretischen Aussagen über die positiven Auswirkungen aktiver Lernumgebungen auf die Lernergebnisse von Student*innen sind empirische Belege begrenzt. Mit diesem Beitrag sollen frühere Behauptungen über die Lerneffekte von UN-Simulationen systematisch überprüft und der Mehrwert für die FuK demonstriert werden. Um umfassende Daten zu erhalten, evaluieren wir drei Planspiele, die eine Reihe von Simulationseigenschaften abdecken: Eine kurze Simulation des UN-Sicherheitsrats, eine regionale UN-Simulation sowie die Teilnahme von zwei Delegationen am National Model United Nations. Die Ergebnisse zeigen, dass Planspiele als Lehrmethode positive Auswirkungen auf die Lernergebnisse der Student*innen haben: Sie führen zu einem besseren Wissen über die UN, fördern Soft Skills sowie Reflexionsfähigkeit.
What shapes peace, and how can peace be successfully built in those countries affected by armed conflict? This paper examines mpeacebuilding in the aftermath of civil wars in order to identify the conditions for post-conflict peace. The field of civil war research is
characterised by case studies, comparative analyses and quantitative research, which relate relatively little to each other. Furthermore, the complex dynamics of peacebuilding have hardly been investigated so far. Thus, the question remains of how best to enhance the prospects
of a stable peace in post-conflict societies. Therefore, it is necessary to capture the dynamics of post-conflict peace. This paper aims at helping to narrow these research gaps by 1) presenting the benefits of set theoretic methods for peace and conflict studies; 2) identifying remote conflict environment factors and proximate peacebuilding factors which have an influence on the peacebuilding process and 3) proposing a
set-theoretic multi-method research approach in order to identify the causal structures and mechanisms underlying the complex realm of post-conflict peacebuilding. By implementing this transparent and systematic comparative approach, it will become possible to discover
the dynamics of post-conflict peace.
Same but different
(2022)
The peace processes in Liberia and Sierra Leone share similar contexts and have an interrelated history. They are also often portrayed as successful cases of peacebuilding. This conclusion seems valid, as war has not returned, and political power was handed over peacefully; however, both cases differ with regard to the inclusiveness of the peace processes and the role of local leaders. This article aims to add to the critical peacebuilding debate by focusing on local perceptions about the position of local leaders in these two peace processes. We conducted a public opinion survey in five regions in Sierra Leone and Liberia and expert interviews with peacebuilding actors to examine changing perceptions about the roles of local leaders in both countries. This article speaks to the broader peacebuilding debate by highlighting the importance of including local voices in the peace process and by discussing challenges of inclusive peacebuilding.
In which negotiation contexts are transitional justice provisions included in peace agreements? Today, many peace agreements include transitional justice provisions, but their inclusion differs based on conflict and negotiation characteristics. While context thus seems to be relevant for the choice of transitional justice provisions agreed on by the warring parties, very little is known about the context clusters that enable transitional justice. Using data on 58 full peace agreements signed between 1989 and 2018, a crisp-set Qualitative Comparative Analysis (QCA) investigates the combinations of conflict intensity, rebel group strength, type of conflict, third-party support and civil society participation that led to the inclusion of transitional justice provisions. The result of this exploratory study suggests four context settings that are identified as being empirically relevant for the inclusion of transitional justice provisions. Choices of justice are thus the result of an overall negotiation environment characterized by multiple interrelated context factors.
Dieser Beitrag reflektiert und ergänzt die aktuelle Diskussion über die Empfehlungen des Wissenschaftsrats zur Weiterentwicklung der Friedens- und Konfliktforschung. Wir richten dabei den Blick auf die vom Wissenschaftsrat attestierten Schwachstellen im Bereich empirisch-analytischer Methoden und erläutern ihre Auswirkungen auf Interdisziplinarität, Internationalität und Politikberatung der deutschen Friedens- und Konfliktforschung. Wir argumentieren, unter Verweis auf den Bericht des Wissenschaftsrats, dass eine breitere Methodenausbildung und -kenntnis von großer Bedeutung für interdisziplinäre und internationale Zusammenarbeit, aber auch für die Politikberatung ist. Zukünftige Initiativen innerhalb der Friedens- und Konfliktforschung sollten die Methodenvielfalt des Forschungsbereichs angemessen berücksichtigen und einen besonderen Fokus auf die Ausbildung im Bereich empirisch-analytischer Methoden legen, um das Forschungsfeld in diesem Bereich zu stärken. Unser Beitrag entspringt einer Diskussion innerhalb des Arbeitskreises „Empirische Methoden der Friedens- und Konfliktforschung“ der Arbeitsgemeinschaft Friedens- und Konfliktforschung.