Analysis - Aug 15, 2017 0:01 - 0 Comments

The Mosaic of Solutions: Alternative Peace Processes for the South Caucasus

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Authors: Iryna Brunova-Kalisetska, Nisan Alıcı, Nino Kukhianidze, Regsana Kerimova, Armen Grigoryan

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The conflicts that originated with the collapse of the Soviet Union are often named “intractable” in academic and analytic literature. Indeed, the conflicts in the South Caucasus are nearing their thirty-year “anniversary” without a solution in sight. Violence in Ukraine erupted much later, but the conflicts there quickly repeated the trajectory of the conflicts in the South Caucasus “catching up” in the number of the displaced as well as the isolation and alienation of the breakaway regions that make reintegration and reconciliation incredibly difficult.

In this paper, we attempt to place the past and present peace processes in the post-Soviet space within the academic debate surrounding conflict resolution and transformation and suggest alternative approaches to peace processes that have not been considered in the contexts of the post-Soviet conflicts. Using examples from both neighboring countries and the global context, we look into the following range of interrelated methodologies that have not been applied in the South Caucasus and that could contribute to conflict transformation – transitional justice mechanisms, rehumanization practices, peace education, multilingual education, and civic nation aspirations. While these approaches are usually applied to post-violence peacebuilding processes, we are offering to consider these approaches even in the contexts of ongoing violence to open prospect . . . Read More

Analysis - Jul 1, 2017 6:27 - 0 Comments

History Education in Schools in Turkey and Armenia. A Critique and Alternatives

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Authors: Alişan Akpınar, Sos Avetisyan, Hayk Balasanyan, Fırat Güllü, Işıl Kandolu, Maria Karapetyan, Nvard V. Manasian, Lilit Mkrtchyan, Elif Aköz Özkaya, Hasan Tahsin Özkaya, Garine Palandjian, Ararat Şekeryan, Ömer Turan

Editors: Bülent Bilmez, Kenan Çayır, Özlem Çaykent, Philip Gamaghelyan, Maria Karapetyan, Pınar Sayan

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Preface to This Publication

Analyzing a country’s history education model can give profound insights into a society’s prevailing attitudes towards and perceptions of diversity, justice, peace, and democracy. In conflict and post-conflict contexts, such an analysis can also shed light onto how ways of constructing historical narratives may act as one of the underlying drivers of conflict within and between societies. Many works have been published on how conflict narratives in history education and textbooks, as well as conflict-promoting teaching methodologies and extra-curricular activities, may contribute to the formation of monolithic nationalist identities ensued by antagonistic and hostile attitudes, rhetoric, and actions towards groups and communities considered as the “other” [1].

This publication is a joint endeavor of a network of history educators, historians as well as other social scientists, and conflict transformation practitioners from Turkey and Armenia. The aim of this publication is to analyze the history education models and the narratives in the current school textbooks of history in these countries challenging the image . . . Read More

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