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A Genealogy of Ideas What Again Isoldnew Journal 1 Introduction JOURNAL 1 A GENEALOGY OF IDEAS OF IDEAS A GENEALOGY WHAT IS OLD IS NEW AGAIN INTRODUCTION ... 2 REINTRODUCING THE QUESTION OF VALUES … 15 HIGHLIGHTING PARTICULAR ACTORS … 19 WHEEL OF PEACEBUILDING ACTIVITIES … 3 THE ARC … 19 ACADEMIC INSTITUTIONS … 20 ARE YOU A PEACEBUILDER? … 5 BEHIND EVERY IDEA IS A STORY ABOUT EXPERIENCE … 7 CONTEXT AND PERSPECTIVE MATTER … 23 WHY TELL THIS STORY? … 8 THE COLD WAR’S RESONANCE … 23 TOOLS FOR THINKING AND TEACHING … 9 A CHANGE TO THE WHEEL OF PEACEBUILDING ACTIVITIES? … 9 CREATING A SHARED VOCABULARY … 25 PEACEBUILDING: ONE STORY (TIMELINE) … 11 THE UN AND CIVIL SOCIETY IN DIALOGUE … 27 HIGHLIGHTING THE COMPLEXITY AND CREATIVITY OF CIVIL SOCIETY … 28 WORKING WITH THIS TIMELINE … 13 CREATING A MECHANISM FOR CONNECTION : THE GLOBAL PARTNERSHIP THE ROOTS OF SOCIETALLY-BASED PEACEBUILDING … 13 FOR THE PREVENTION OF ARMED CONFLICT … 29 OUR PROCESS FOR CREATING THIS TIMELINE … 15 NORMATIVE RESULTS … 29 IN THIS ISSUE WHY MENNONITES, QUAKERS AND CATHOLICS? … 15 CONCLUSION … 30 Why write another story about the We call this publication A Genealogy of Ideas, THE AUTHORS peacebuilding field? Others have written at because robust ideas also have biographies. length about peacebuilding as a practice - They are born, they grow and change, and its definitions, purposes, shortcomings and sometimes they are put to rest. We hope impacts. Existing accounts of peacebuilding this genealogy is useful for: teachers and tend to fall into three groups: engaging stories students wanting to understand the field of Jayne Seminare Docherty is the Program Director and a professor at the Center for Justice and about individual peacebuilders and the places peacebuilding; for activists, leaders and citizens Peacebuilding at Eastern Mennonite University. She has also taught at George Mason University where they have worked, academic descriptions seeking better ways of coping with conflict, and Columbia College (South Carolina). Professor Docherty earned her Ph.D. at the Institute for of frameworks and theories, or documentation violence or injustice in their own communities; Conflict Analysis and Resolution at George Mason University and she holds an undergraduate degree of the adoption of peacebuilding by large and for those who may feel called to enter into in religious studies and political science from Brown University. She also studied theology at the organizations such as the United Nations (UN). professions that promote peace with justice. University of St. Andrews in Scotland. For more information about Professor Docherty’s peacebuilding To our knowledge, no one has focused on practice and publications, please visit: http://www.emu.edu/personnel/people/show/jsd636 exploring how groups of early peacebuilding We are well aware that this is one story not practitioners derived frameworks and theories the story of a complex and evolving field of practice from their experience working with of practice. In fact, as we have conducted Mikhala Lantz-Simmons holds a bachelor of arts degree in French literature and international actual conflicts. interviews for this project, we have become development from McGill University and a master’s degree in conflict transformation from the Center increasingly aware that there are many, many for Justice and Peacebuilding. She has worked in the not-for-profit and educational sectors in Canada In this series of journals, we seek to fill that stories yet to be told about the ideas and and the United States. gap by describing the work of early unofficial practices for building a more just and peaceful and non-governmental peace practitioners world. We hope our publications help spark a and the current-day heirs to their approaches. robust conversation. Instead of telling stories about their careers, we will focus on the adventures of thinking and This publication is an invitation to each reader ideas of early peacebuilders by tracing how to join the conversation about ways to promote they influenced each other, how their ideas and justice, peace and nonviolence. models were changed, refined and reshaped over time, and how their experiences and lessons have given rise to formal and informal educational programs that are preparing others This series was made possible by a generous grant from James and Marian Payne, two people who have to be peacebuilders and justice advocates. steadfastly supported the growth of current and future peacebuilders. INTRODUCTION 1 2 THE WHEEL OF PEACEBUILDING ACTIVITIES Too often the world is divided into “doers” and The inner circle shows three key areas of “thinkers” and the ideas and practical wisdom strategic peacebuilding and the outer circle developed by the doers goes unrecorded. The highlights sub-areas of practice and career concepts, applied theories, and practices we are focus linked to those three areas (“Strategic describing in this series arose out of defying Peacebuilding Pathways,” n.d.). this dichotomy when early peacebuilders committed themselves to the pursuit of a This graphic aims to answer questions such reflective practice that combined doing, as: pausing to think about what they were doing and using academic research to better explain • What does the field of peacebuilding the problems they were addressing. practice look like? • What are the potential career pathways We invite you into this reflective process by for a strategic peacebuilder? posing a deceptively simple question. Think • Where do I fit in? about the work you do in the world -- whether paid or voluntary. Are you a peacebuilder and It can also be used to answer questions such you don’t even know it? as: If you start with the UN definition of • What am I already doing that builds peacebuilding as external interventions peace? that are designed to prevent the eruption or • How could I do something I already do return of armed conflict most readers would differently to build peace? say they are not peacebuilders. But there • What else might I need to learn to is another approach to peacebuilding that become a better peacebuilder?” grew up prior to and matured alongside the UN adoption of peacebuilding ideas and practices. This approach, which casts a bigger net and thinks more inclusively about what constitutes building peace, is illustrated by the Strategic Peacebuilding Pathways graphic (that we are referring to here as the “Wheel of Graphic developed by John Paul Lederach and Katie Mansfield in 2010 at Notre Dame’s Kroc Institute for International Peace Studies. Peacebuilding Activities.” Colors altered and the graphic’s name changed from “Strategic Peacebuiding Pathways” with the permission of the graphic’s creators. 3 4 Humanitarian Action Development ARE YOU A Crisis health care and social services Economic development Human rights protection and monitoring Gender equality work PEACEBUILDER? Humanitarian advocacy and law Housing and urban development/redevelopment Humanitarian emergency response Human and social development Information management for relief operations Local and international development Public health work related to structural and physical Microfinance and small business development violence Strengthening democratic institutions and participation When you think about your own work in the world, does the Wheel help you Sustainable development, sustainable agriculture identify places where you are already building peace with justice? Or does Government and Multilateral Efforts Dealing with Transnational and Global Threats it help you locate places you might join in? In their Wheel of Peacebuilding Civil-military relations Corruption and organized crime Activities, Katie Mansfield and John Paul Lederach have listed the following Demobilization and disarmament Cultural and structural violence vocations to demonstrate the vast array of work that can be considered Diplomacy Economic and social injustice peacebuilding. This list corresponds to the outer circle of the wheel and Intergovernmental organizations Environmental degradation and climate change Peace processes Gender exclusion and gender-based violence highlights sub-areas of practice and career focus. Policy analysis and implementation Genocide and mass violence Post-conflict reconstruction Human rights violations Human trafficking Imperial domination Nonviolent Social Change Nuclear and small arms proliferation Active nonviolence Poverty, hunger and homelessness Community organizing, mobilization or social action/ Terrorism movements War Issue-based educational campaigns Media/journalism/writing Law: Advocacy and Solidarity Minority and marginalized empowerment and civil Family law and domestic violence protection rights advocacy Human rights law Immigration law, immigrant services and education Indigenous cultural preservation, solidarity and rights Dialogue / Conflict Resolution Strategies International law and policy work Arts-based approaches to social transformation Labor and employment law/protection Restorative Justice Conflict monitoring and early warning Land issues Addressing historical and ongoing harms against Cross-cultural contact programs Migrant justice, migration and human trafficking marginalized communities Inter-faith, inter-ethnic, and intercultural dialogue Work with youth: Child protection, rights, services Community-based restorative justice Language interpreting or teaching National restoration processes (addressing historical Mediation or dispute settlement structural harm) Reconciliation Prison system reform Violence prevention or resolution Transitional Justice International
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