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The Pieces to Peace: Analyzing the Role of Civil Society in the Design and Implementation of the Good Friday Agreement

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The Pieces to Peace: Analyzing the Role of Civil Society in the Design and Implementation of the Good Friday Agreement The pieces to peace: Analyzing the role of civil society in the design and implementation of Northern Ireland’s Good Friday Agreement by Brett M. Mallon A thesis submitted to the Faculty of Graduate Studies of the University of Manitoba in partial fulfillment of the requirements of the degree of: DOCTOR OF PHILOSOPHY Department of Peace and Conflict Studies University of Manitoba Winnipeg, Canada Copyright © 2021 by Brett M. Mallon ii Abstract Designing and implementing effective, durable peace agreements within conflict zones is a challenging task for peacemakers and peacebuilders. Particularly when working in the context of intractable conflicts and divided societies, transitioning from conflict to positive peace, without becoming stuck in a state of liminal peace, is complicated. Thus, critically assessing the successes and failures of one of the most durable peace agreements in the last half-century, Northern Ireland’s Good Friday Agreement, provides opportunities to discover key lessons in pursuit of deeper understanding of the complexities of peace and conflict. This research project employs a qualitative, grounded theory structure which explores the successes and failures of the Good Friday Agreement from the perspective of the civil society leaders tasked with delivering everyday peace at the grassroots level. Data was collected in Northern Ireland in 2018. In-depth interviews were conducted in Derry/Londonderry and Belfast with 29 civil society leaders working in the peacebuilding field. Data evaluation revealed five key themes which represented concerns and lessons learned for civil society leaders, while reflecting on their time working in the shadow of the Good Friday Agreement. First, study collaborators highlight the strained, one-way relationship between civil society and the political apparatus in Northern Ireland. Second, they noted troubling trends with youth disillusionment and disengagement with the peace process, and the dangers that reality creates for the future of the region. Third, the complex and challenging nature of peace funding in Northern Ireland is discussed as a strain on the ability to embrace organic, locally owned peacebuilding. Fourth, civil society leaders discuss the atmosphere of negative peace that dominates Northern Ireland, which fuels their frustration with a peace process that lags behind expectations. Finally, participants provide critiques on the design of the Good Friday Agreement and offer their ideas for improvement. This research study argues for the importance of integrating civil society throughout the peacemaking and the peacebuilding process within conflict zones. Embracing the local turn in peacebuilding offers an effective path towards developing durable peace agreements that are representative of grassroot needs, and capable of securing positive peace. iii Acknowledgements I offer my sincere gratitude to the participants of this study who allowed me into their world to explore the grassroots peacebuilding process in Northern Ireland from their perspectives. By offering their time and expertise to this study, they have contributed to the continual building of our collective knowledge of peace, conflict, and the journey of progress. I also thank the wonderful academic mentors I’ve been fortunate enough to learn from throughout my life: Professor Max Carroll, Dr. Jesse Johnson, Dr. Emizet Kisangani, Dr. Laurie Johnson, and Dr. Briana Goff, just to name a few. I would also like to thank one of my dearest friends and my most influential mentor Terrie McCants, for showing me the world of Peace and Conflict Studies and forever changing my life. I would also like to thank Dr. David Thompson for his constant support and guidance over the last few years. Additionally, my bottomless thanks to my doctoral committee: Dr. Karine Levansseur, Dr. Jessica Senehi, and of course my advisor Dr. Sean Byrne. Their patience and support will never be forgotten. I’m not sure I will ever be able to adequately put into words how appreciative I am of Dr. Sean Byrne’s steadfast encouragement and compassion he provided me with throughout this journey. I give you my eternal thanks. Another thank you goes out to those at The Cornerstone and Kite’s as well. Many words of this project were written within the walls of those places. My thanks as well to my friends and colleagues in Belfast, Derry, and Dublin. You always made my trips to Éire feel like trips home. And of course, a massive thank you to my friends and especially my family. Meg and Liss, thank you for your support and pep talks throughout. Dad, thank you for always believing in me and pushing me along. And above all else, a thank you to my Mum. This never would have happened without you and your unflinching support that made this wild journey a reality. iv Dedication This thesis is dedicated to my family and friends, who have always believed in me, even in times when I have failed to believe in myself. This thesis is also dedicated to those voices promoting peace and justice, illuminating the light, even in the darkest of times. v Table of Contents Abstract .......................................................................................................................................... ii Acknowledgements ....................................................................................................................... iii Dedication ...................................................................................................................................... iv Table of Contents ........................................................................................................................... v List of Tables ................................................................................................................................. ix List of Acronyms ............................................................................................................................ x 1. Introduction: Green, orange, and a seaside joke 1.1. Introduction ........................................................................................................................ 1 1.2. Statement of purpose .......................................................................................................... 2 1.3. Guiding questions and objectives ....................................................................................... 3 1.4. Significance of the study .................................................................................................... 4 1.5. Limitations of the study ...................................................................................................... 5 1.6. Chapter overviews .............................................................................................................. 7 1.7. Conclusion .......................................................................................................................... 9 2. The story so far: Contextual background of Northern Ireland 2.1. Introduction ...................................................................................................................... 11 2.2. Origins of a conflict: The plantations of Ulster (1609-1690) ........................................... 12 2.3. Revolution and partition: The cleavage of the island of Ireland (1921) ........................... 14 2.4. The Troubles: The bloody conflict (1960s-1990s) ........................................................... 16 2.5. The agreement(s) era: The Good Friday Agreement (1998) ............................................ 17 2.6. The agreement aftermath: Post-accord Northern Ireland (1998-Present Day) ................. 21 2.7. Conclusion ........................................................................................................................ 22 3. Exploring the pieces: Theory background and literature review 3.1. Introduction ...................................................................................................................... 24 3.2. Civil society and peace processes ..................................................................................... 24 3.2.1. What is civil society? ...................................................................................... 25 3.2.2. Civil society peace contributions .................................................................... 28 3.2.3. Civil society and peacebuilding ...................................................................... 35 3.2.4. Additional components of peace processes ..................................................... 41 3.3. Peacebuilding and youth engagement .............................................................................. 42 vi 3.3.1. Western/liberal peace model ........................................................................... 42 3.3.2. Local/hybrid/emancipatory peacebuilding ...................................................... 44 3.3.3. Youth peacebuilding ....................................................................................... 48 3.3.4. Additional components of peacebuilding ........................................................ 50 3.4. Economic aid and peace funding ...................................................................................... 51 3.4.1. Technocratic structures and external funding complexities ............................ 51 3.4.2. Northern Ireland peace funding ...................................................................... 52 3.4.3. Local ownership
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