This book uses a series of case studies to examine the roles played by universities during situations of conflict, peacebuilding and resistance.

While a body of work dealing with the role of education in conflict does exist, this is almost entirely concerned with compulsory education and schooling. This book, in contrast, highlights and promotes the importance of higher education, and universities in particular, to situations of conflict, peacebuilding and resistance. Using case studies from Europe, Africa, Asia and the Middle East, this volume considers institutional responses, academic responses and student responses, illustrating these in chapters written by those who have had direct experience of these issues. Looking at a university’s tripartite functions (of research, teaching and service) in relation to the different phases or stages of conflict (pre conflict, violence, post conflict and peacebuilding), it draws together some of the key contributions a university might make to situations of instability, resistance and recovery. The book is organised in five sections that deal with conceptual issues, institutional responses, academic-led or discipline-specific responses, teaching or curriculum-led responses and student involvement. Aimed at those working in universities or concerned with conflict recovery and peacebuilding it highlights ways in which universities can be a valuable, if currently neglected, resource.

This book will be of much interest to students of peace studies, conflict resolution, education studies and IR in general.

chapter |10 pages


ByJuliet Millican

part 111|52 pages

Conceptual issues

part 632|41 pages

Institutional responses to conflict or occupation

chapter 4|13 pages

Queen’s University Belfast in times of in violence and peace

ByJohn Brewer

chapter 5|12 pages

Protests, prisoners and Palestinian studies

What can a university under occupation do?
ByPenny Johnson

chapter 6|14 pages

Should universities actively help build peace?

Reflections from ‘Programme for a Peaceful City’
ByLisa Cumming, Graeme Chesters, Amria Khatun

part 1053|71 pages

Academic-led responses, working through specific disciplines with governments and their local communities

chapter 7|13 pages

Clinical human rights education in an occupied territory

Attempting to bridge the human rights standards’ gap
ByMunir Nuseibah

chapter 8|16 pages

Bridging the ‘International-Local Gap’ in peacebuilding through academic cooperation

The Balkan Master’s Program in Peace Studies
ByNemanja Džuverović, Damir Kapidžić

chapter 9|13 pages

Peacebuilding through education

Empowerment and engagement in times of instability
ByJonny Byrne, Maire Braniff, John Bell

chapter 11|13 pages

Reflections on education as a political practice

The Institute of Women’s Studies and the role of research as a vehicle for change in Birzeit University, Palestinian territories
ByEileen Kuttab

part 1774|42 pages

Student-led responses of protest, resistance and peacebuilding

chapter 12|12 pages

Student responses to the absence of a functional university system

Alternative pathways to higher education in Myanmar
ByCecile Medail, Amy Doffegnies

chapter 13|14 pages

Disrupting coloniality

Student-led resistance to the oppressive status-quo in South Africa
BySavo Heleta, Awethu Fatyela, Thanduxolo Nkala

chapter 14|14 pages

Whose democracy?

The university student protests in Burma/Myanmar, 2014–2016
ByRosalie Metro

part 2195|16 pages

Implications for the future