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Establishing Peace and Conflict Studies Programs in Iraqi Universities: Necessary Conditions and Short-Term Implications University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2014 Establishing Peace and Conflict Studies Programs in Iraqi Universities: Necessary Conditions and Short-Term Implications Thomas Eugene Hill University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Higher Education Administration Commons, Higher Education and Teaching Commons, Near Eastern Languages and Societies Commons, Other International and Area Studies Commons, and the Peace and Conflict Studies Commons Recommended Citation Hill, Thomas Eugene, "Establishing Peace and Conflict Studies Programs in Iraqi Universities: Necessary Conditions and Short-Term Implications" (2014). Publicly Accessible Penn Dissertations. 1312. https://repository.upenn.edu/edissertations/1312 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/1312 For more information, please contact [email protected]. Establishing Peace and Conflict Studies Programs in Iraqi Universities: Necessary Conditions and Short-Term Implications Abstract ABSTRACT Establishing Peace and Conflict Studies Programs in Iraqi Universities: Necessary Conditions and Short-Term Implications Peace and Conflict Studies was unknown as a field of academic inquiry in Iraq when the 21st century began. Just over a decade later, formal institutional entities had been established to explore the subject at three Iraqi universities. Using a participatory action research methodology, this dissertation explores two questions: 1. What are the conditions that promote or impede establishment of a university-based program in peace and conflict studies in Iraq?, and; 2. Once established, what are possible outputs and outcomes of these programs over the first ewf years of their existence? This study consisted of 67 interviews, three focus groups and hundreds of hours of my first-hand observations. I argue that the presence or absence of three conditions has determined the success of efforts to establish peace and conflict studies programs at Iraqi universities: an inviting political climate; entrepreneurial or charismatic university leadership; and the availability of financial, intellectual and elationalr resources. I conclude that even in the first ewf years after a program's establishment, it is possible to observe not only tangible outputs such as students graduated, public events conducted and papers published, but also intangible outcomes such as increased awareness and understanding by students and other program affiliates of critical concepts related to peace and conflict and the creation of a platform for future learning and practice in peace and conflict studies. Degree Type Dissertation Degree Name Doctor of Philosophy (PhD) Graduate Group Education First Advisor Sigal Ben-Porath Keywords conflict, education, Iraq, Kurdistan, peace, peacebuilding Subject Categories Higher Education Administration | Higher Education and Teaching | Near Eastern Languages and Societies | Other International and Area Studies | Peace and Conflict Studies This dissertation is available at ScholarlyCommons: https://repository.upenn.edu/edissertations/1312 ESTABLISHING PEACE AND CONFLICT STUDIES PROGRAMS IN IRAQI UNIVERSITIES: NECESSARY CONDITIONS AND SHORT-TERM IMPLICATIONS Thomas Hill A DISSERTATION in Education Presented to the Faculties of the University of Pennsylvania in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy 2014 Supervisor of Dissertation: _______________________________________ Sigal Ben-Porath, Associate Professor of Education Graduate Group Chairperson: ______________________________________ Stanton E.F. Wortham, Judy & Howard Berkowitz Professor of Education Dissertation Committee: Sigal Ben-Porath, Associate Professor of Education Kathleen D. Hall, Associate Professor of Education Eric M. Davis, Professor of Political Science, Rutgers University ESTABLISHING PEACE AND CONFLICT STUDIES PROGRAMS IN IRAQI UNIVERSITIES: NECESSARY CONDITIONS AND SHORT-TERM IMPLICATIONS COPYRIGHT 2014 THOMAS EUGENE HILL Dedication To my beautiful, strong and wickedly funny wife, Michelle, and my uproarious children, Justin and Cooper, for all the laughter, light and love you have brought to my life. iii ACKNOWLEDGMENT I could not overstate the gratitude I feel toward Sigal Ben-Porath, for serving as my supervisor and mentor throughout this project. You somehow knew when I needed encouragement and when I needed tough love, and you provided me with both. Your no- nonsense approach to my scholarship helped to ensure that I never stopped learning and moving toward my goal. Kathy Hall, thank you for serving as my very first supporter at Penn GSE. From the day we met, I knew you were my ally, and that you saw value in my work. Your unflinching commitment to me as a scholar and as a person gave me confidence to come as far as I have. Eric Davis, you have reassured me with your ability to be both a critical scholar of Iraq and a friend to Iraq’s people during a difficult time. Your knowledge of, appreciation for and commitment to Iraq has helped me understand how to combine scholarship and humanity for the betterment of both. To my many, many friends and colleagues in Iraq, none of the research that led to this dissertation would have been possible without you. I never imagined when I embarked on a train trip to lead part of a study tour to Washington, D.C. in October 2000 that those few days would change my life. One of the gentlemen who accompanied me on that trip, Barzan Omer Ahmed, sadly did not live to see this project come to fruition. But it was his friendship and enthusiasm for what we then called “conflict resolution” that first made me think that investing my energies in this work could be a worthwhile endeavor. I feel extremely fortunate to have met and worked with so many other wonderful friends and colleagues in Iraq over the past decade. There are too many of you to mention, but I must thank at least a few of you by your familiar names for exceeding anything I had a right to expect in terms of your time, your kindness and your insights: Abu Chopy; Amer; Sameer; Jehan; Ali; Da’ad; Dler; Muafak; Heve; Ibtisam; Saba; Jotyar and Adnan. I learned more about Iraq and its people by listening to all of you and your stories than I could read in a lifetime. My journey began at Columbia University, when I was provided a chance to play a small role in a project that aimed to introduce conflict resolution thinking to a group of professors and political party members from the Kurdistan Region of Iraq. Thank you, Andrea Bartoli, for offering me that opportunity, for allowing me the freedom to learn first-hand about Iraq and to explore what peacebuilding might mean to its people. To the rest of my team from Columbia’s Center for International Conflict Resolution – Zachary Metz and Sigrid Gruener – thank you for accompanying me on an incredible, crazy journey and for helping me learn new lessons about the value and the challenges of teamwork. iv This dissertation might have remained an unfinished project without the support of my colleagues at New York University’s Center for Global Affairs. Thank you, Vera Jelinek, for welcoming me to the center’s faculty, for trusting that I would complete this dissertation, and for providing a stable yet flexible platform for me to develop the projects that facilitated the final phase of my research. Ultimately, I intended for this research to bring some benefit to the people of Iraq, who have suffered too much in recent decades. Thank you to all of you who contributed your time and thinking as participants in this project. I feel honored by having met each and every one of you, and hope that this research offers some hope that better days lie ahead for all of us. I could not imagine having done any of the research or writing that led to this dissertation without the support of my family. My parents, Rosemary and Eugene, have been gone for many years, but their many sacrifices for my education, led me to this place. To my sister, Kathryn Caulfield, you have tolerated my antics (and my travels) for far too long, and have reminded me about the value of family when I have forgotten it. Thank you to my eight-year-old son, Justin, for accepting the idea of reading stories together on Skype calls when I was in Iraq, for embracing “Iraqi breakfast” as a family ritual and for finding fun in dishdashas and dinars. To my soon-to-be-two-year-old son, Cooper, thank you for your smiles that sustain me from far away, and for your hugs that warm me when we are together. And, most of all, thank you to my amazing wife Michelle. You have been the perfect partner for me throughout this adventure. You have lightened my load and worked with me to build something I never could have imagined. I am eager to begin the post-doctoral phase of our journey together! v ABSTRACT Establishing Peace and Conflict Studies Programs in Iraqi Universities: Necessary Conditions and Short-Term Implications Thomas Hill Sigal Ben-Porath Peace and Conflict Studies was unknown as a field of academic inquiry in Iraq when the 21st century began. Just over a decade later, formal institutional entities had been established to explore the subject at three Iraqi universities. Using a participatory action research methodology, this dissertation explores two questions: 1. What are the conditions that promote or impede establishment of a university-based program in peace and conflict studies in Iraq?, and; 2. Once established, what are possible outputs and outcomes of these programs over the first few years of their existence? This study consisted of 67 interviews, three focus groups and hundreds of hours of my first-hand observations. I argue that the presence or absence of three conditions has determined the success of efforts to establish peace and conflict studies programs at Iraqi universities: an inviting political climate; entrepreneurial or charismatic university leadership; and the availability of financial, intellectual and relational resources.
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