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Edited by Bryn Hughes, Charles T. Hunt and Boris Kondoch

The realm of international peace and capacity development operations is a critical and contested space. The international community has increasingly focused on this area, relying upon these endeavours to not only bring lasting peace, but also to provide sustainable development for some of the most troubled places on earth. Efforts to date have failed to meet expectations. The nexus between practitioners and those whose job it is to theorise ways to improve practice is deficient.

Making Sense of Peace and Capacity-Building Operations was derived from an international workshop which brought these often disconnected communities together. Taking on the breadth of issues across the security-development spectrum, this volume challenges much of the heretofore conventional wisdom on the topic, while also pointing to ways in which improvements can be realised in this crucial space.


Liberia - A new chance for peace

T. K.


Stand-by arrangements ― A way out of the crisis in UN peacekeeping?

T. .K.

Christopher T. Timura


This collection of articles on international negotiation pedagogy compares and contrasts a range of training methods and theories employed by scholars who teach international negotiation from different disciplinary backgrounds and in diverse institutional settings. Notwithstanding this variation, the contributors share a focus on enabling students to engage in negotiation and conflict analysis by teaching a set of core heuristics, to better understand interpersonal behavioral dynamics and learning certain interpersonal skills, and to practice negotiation and conflict analysis through the use of role plays and simulations. The contributors make different observations about the impact of students’ personal knowledge and experiences on their ability to learn negotiation skills, and have developed different ways of incorporating student backgrounds in their approaches to negotiation training. The development of more complex simulations is one way instructors are beginning to leverage student knowledge and experience to achieve pedagogical goals.