The books in this series explore conflict and the quest for justice as catalysts for social change. Intended for use in graduate and undergraduate courses, the books will highlight a key concept or theory and use it to illuminate conflict in a domestic or international setting. The series will include single-case studies and comparative analyses as well as edited volumes dedicated to conflict pedagogy. Role plays and other experiential learning exercises designed for classroom use with the books will be available electronically. The books will be appropriate for courses in interdisciplinary fields, such as conflict resolution, peace studies, sociolegal and justice studies, and related social sciences. Individual texts will appeal to instructors teaching specialized subjects, including, among others, environment, development, community organizing, human security, leadership, legal integration, sustainability, diplomacy, and immigration.
The series editors are based at the School for Conflict Analysis and Resolution (S-CAR) at George Mason University, which provides material support for the publication of books in this series.
The School for Conflict Analysis and Resolution awards academic degrees focused on the study of the nature, origins, and types of social conflicts and their resolution. Faculty and students are committed to the development of theory, research, and practice that interrupt cycles of violence. To learn more about S-CAR, please visit scar.gmu.edu.
For more information about experiential learning activities, visit scar.gmu.edu/experientiallearningproject/11613 or contact the series editors.
Inquiries about submissions should be directed to the series editors, Susan F. Hirsch (firstname.lastname@example.org) and Agnieszka Paczyńska (email@example.com).
Susan F. Hirsch
School for Conflict Analysis and Resolution,
George Mason University
School for Conflict Analysis and Resolution
George Mason University
By taking students out of their comfort zone, field-based courses—which are increasingly popular in secondary and postsecondary education—have the potential to be deep, transformative learning experiences. But what happens when the field in question is a site of active or recent conflict? In Conflict Zone, Comfort Zone, Agnieszka Paczyńska and Susan F. Hirsch highlight new approaches to field-based learning in conflict zones worldwide.
As the initial U.S. observer, David Rawson participated in 1993 Rwandan peace talks at Arusha, Tanzania. Later, he served as U.S. ambassador to Rwanda during the last months of the doomed effort to make them hold. Despite the intervention of concerned states in establishing a peace process and the presence of an international mission, UNAMIR, the promise of the Arusha Peace Accords could not be realized.
Residents of the Appalachian coalfields share a history and heritage, deep connections to the land, and pride in their own resilience. These same residents are also profoundly divided over the practice of mountaintop mining. Looking beyond the slogans and seemingly irreconcilable differences, however, can reveal deeper causes of conflict.