Mariam Aburdeineh

Carter School hosts activist whose organization documents war crimes in Ukraine

Mariam Aburdeineh — Mon, 13 Mar 2023 15:31:57 +0000

Carter School hosts activist whose organization documents war crimes in Ukraine Mariam Aburdeineh Mon, 03/13/2023 - 11:31

In This Story

Karina Korostelina

Alpaslan Özerdem

Daniel Rothbart

On February 24, the one-year anniversary of Russia’s invasion of Ukraine, George Mason University’s Carter School for Peace and Conflict Resolution hosted “One Year After: Ukraine War Analysis and Prospects,” an all-day virtual event to discuss the effects of the war and potential post-war contexts.

The event featured Romantsova Oleksandra, executive director of the Center for Civil Liberties, the first Ukrainian organization to win a Nobel Peace Prize. The recognition, which the human rights organization received in 2022, was due in part to their work documenting war crimes against civilians in occupied areas of Ukraine.

Karina Korostelina (left) and Romantsova Oleksandra during the virtual event, "One Year After: Ukraine War Analysis and Prospects."

Oleksandra spoke about her work to an audience of about 50 people, and answered questions about the war via Zoom. The discussion was moderated by Karina Korostelina, professor and co-director of Mason’s Program for the Prevention of Mass Violence.

“The war in Ukraine has presented a real challenge to those who favor negotiated outcomes,” said Carter School Dean Alpaslan Özerdem in his opening remarks. “However, even if the political space is constrained for negotiations at the moment, we shouldn’t write off what conflict resolution could achieve in the future.”

Oleksandra began by explaining how her work started in 2014—around the time Russia invaded Crimea—and explained how they started with a hotline where they gathered questions about Crimea and Donbas before starting field work there.

After summer 2014, and the disputed Crimean status referendum, their mobile teams on the ground were blocked, Oleksandra said.

“They don’t give the possibility of Ukrainian human right defenders of going into the territories,” she said. “So, we collect[ed] information using the help of our partners from Belarus, from Russia, and from other countries.”

Oleksandra described various ways her team collects information, including gathering testimonials from individuals or relatives of those who have been prosecuted. The team also investigates sites where crimes occurred, and documents the aftermath with photos and video.

Other times, the Center for Civil Liberties uses data from institutions, such as hospitals.

“We have a lot of evidence that sexual crimes happened, too, like thousands of cases. People [don’t] very directly speak about that with prosecutors or police, but they easily speak with doctors,” Oleksandra said. “That’s why we have some statistics, and we have a national line where the people can call and speak about that.”

Oleksandra’s organization has used all this information to create databases and maps of where human rights violations have occurred.

“We have now more than 33,000 cases [of] potential war crimes against humanity and crimes of genocide,” she said. “Why ‘potential’? Because at the end, only courts can give this characteristic and classification.”

“[The] International Criminal Court is working now in Ukraine,” Oleksandra said. “We support them. We give them information, but they will cover maybe 20 cases.”

Despite a backlog of cases waiting to hit the courts, the work is still worth pursuing. Oleksandra said documenting evidence is important to punish those who committed atrocities, bring justice, protect human rights, promote public awareness, influence policy, and move toward sustainable peace.

Oleksandra said their ideal is to create a new model to deal with the thousands of other cases that demand attention. She also hopes an international tribunal against crimes of aggression would be assembled to hold Russian leaders accountable, including President Vladimir Putin.

“I’m really glad to speak with people who are thinking about what happened in Ukraine and trying to understand what kind of experience Ukraine now can give all the world about war crimes,” Oleksandra said.

The session was also meaningful for attendees.

“The presentation was outstanding,” said Carter School Professor Daniel Rothbart.

“The selection of [Oleksandra’s] Center for Civil Liberties for the Nobel Peace Prize demonstrates just how vital her work is for bringing peace to this war-torn nation,” he said. “The center represents an inspiration to all of us hoping for a peaceful end to this tragic violence in Ukraine.”

Click here to watch recorded sessions from "One Year After: Ukraine War Analysis and Prospects."

Topics

Russia-Ukraine war

Ukraine

Carter School for Peace and Conflict Resolution

Jimmy and Rosalynn Carter School for Peace and Conflict Resolution

Carter School leads by listening, as Congolese partners construct their own peace.

Mariam Aburdeineh — Wed, 15 Feb 2023 17:33:14 +0000

Carter School leads by listening, as Congolese partners construct their own peace. Mariam Aburdeineh Wed, 02/15/2023 - 12:33

In This Story

Alpaslan Özerdem

Charles Davidson

It’s been a year since George Mason University’s Carter School for Peace and Conflict Resolution touched base in the war-torn Democratic Republic of the Congo. Their goal? Accompany locals in creating their own sustainable peace—something the country has not experienced in more than 30 years.

In December 2021, a unique peace accord was signed in the province of South Kivu, with representatives from armed groups, the Congolese government, military, police, intelligence services, religious leaders, civil society groups, and peace advocates, including several female peacemakers.

Carter School Dean Alpaslan Özerdem, and Charles Davidson, PhD ’19, Carter School research faculty and alumnus, visited the Congo in October 2022 to check in on the “Peacemaking + Initiative,” funded by Milt Lauenstein, and assess the direction for its next phase.

Özerdem and Davidson spoke over Zoom with updates from the trip:

What have been the major successes of the initiative so far?

AÖ: The most important success is that the peace process is still there. Considering such processes tend to be so fragile in their first few years, it was wonderful to see that not only was it still sustaining, but also the way that the local actors and all the stakeholders owned the process.

Also, the reduction of violence that we’ve seen over the last six months, particularly in inter-community violence, but also in terms of the number of combatants from the bush start to go back to their communities.

Former armed group members strategizing next steps in the peace process. Photo provided by the Carter School.

What does “the bush” refer to?

CD: There are local defense forces, which remain in their villages and take up arms when they’re threatened. Then there are mobile armed groups that live in the wilderness and fight as a mobilized armed group of tribal and ethnic interest. To go back to the bush means to go back fighting full-time, although there are groups who remain in the bush who are not fighting. They’re just waiting to demobilize and reintegrate when the time comes.

How many people have demobilized?

CD: We have 300 registered demobilizations thus far, and 1,000 people have expressed their willingness to demobilize [and are going through a certification process with the government to make it official].

Why do you think this has been so successful?

CD: I’ve been working in the Congo for almost eight years and have seen a lot of processes not really hit the mark, because you’d see NGOs and other peace prospects go to individual armed group members and try to achieve peace through the individuals.

We asked, “How do we achieve this from the community level, so that not only do the armed group members have the ability to go home to a more sustainable environment, but that environment can nurture that process and therefore reduce recidivism and new recruitment?”

The community level considers the perspectives of all the people who are experiencing this conflict and looking for solutions from this dynamic panorama.

“The peace process was innovative in the sense that many actors were involved: Combatants themselves, women leaders and wives of the combatants, youth [active actors in conflicts], representatives of communities and tribes, involvement of the politicians and government officials at different levels, demobilization programs, religious and civil society organizations, [the] media, [among others]. The peace process was largely inclusive and nobody was left behind without being listened to.”

—Sudi Yahudi Longuet, peace facilitator and independent consultant expert in peace and conflict transformation

Women from local communities analyzing and voting on next steps in the peace program. Photo provided.

How has the community-based approach made an impact?

CD: By engaging from the community level and even the tribal level, we’re getting large groups of people who were fighting each other on the regular saying, “We’re going to stop fighting, and we’re going to officially declare forgiveness of the groups that have been fighting.” That’s so not only the groups can experience forgiveness toward one another, but the individuals who were fighting feel forgiveness as people when they return to their home community.

Forgiveness sounds easier said than done. How does that process work?

CD: We’re investing in a literal ceremony of forgiveness where public crowds come together to watch their tribal leaders pronounce forgiveness with each other. They will do so over the radio so everybody in the province hears, and so all the individuals under their leaders’ authority can join the group and say, “We’re done fighting and we forgive you.”

What’s the importance of publicly declaring forgiveness?

AÖ: When an ex-combatant is registered by the government, that registration legally is important because whatever crimes they may have committed during the war, it gives them amnesty. The support of the Congolese government has been so important.

What also matters is whether or not you are forgiven by your receiving communities—that’s the social-cultural aspect.

Özerdem (left) meets with members of AJDC in their offices in South Kivu. Photo provided by the Carter School.

What is Mason’s role in the peace process?

CD: The Carter School is championing a truly effective model of peacemaking accompaniment.

We didn’t go in and dominate the process, lead everything and make demands. Instead, we’re leading by listening. We’re promoting local leadership and making it to where the locals feel that it is their peace process because it is their peace process.

AJDC is the local peacemaking organization that’s led by a former child soldier. They’re the ones who are in the grind, but we’re sticking to what we’re good at, and that’s peacemaking scholarship at the intersection of peacemaking practice, and lending our skills and expertise in a way that nurtures, grows, and accompanies the process rather than dominating.

“The fact that AJDC was created by former child soldiers allowed us to have a mastery and deep understanding of the armed groups’ logic, desires, needs, and requirements, and allowed us to have no fear in finding them in their stronghold [their post of command in the bush]. Becoming an ambassador for peace is building positively our history which will [distinguish] us across generations. We would like to see our community inclusive, stable, nonviolent, peaceful and developed.” —AJDC

What’s next?

A community reintegration fishing project in Mboko, South Kivu employing former armed group members and community members.

CD: Number one, we’re going to focus on the four armed groups that continue to fight for reasons other than intercommunity violence, mostly based on economic interest. We’re going to bring those groups to the table to look for a solution to bring a total peace to the armed group situation in South Kivu.

Number two is the official ceremonies of forgiveness.

Third, we’re continuing to set the example of community reintegration investments. Throughout South Kivu, 21 villages are being given investments toward creating community-level industry. These are not only creating jobs for the armed group members who are coming home, but for the people in the community who never left. These investments will grow economic sustainability and stability for those communities, which lie at the nexus of ethnicities that have traditionally been hostile to one another.

What are you most proud of with this initiative?

AÖ: Making claims is one thing, but making them happen and showing the world that as an academic institution, we can facilitate a peace process with our local partners is another. On its first-year anniversary, peace is being owned by local actors, and now we are entering the next stage, strengthening what we achieved over the last year. It’s a very proud moment.

Topics

Carter School for Peace and Conflict Resolution

Peacebuilding

Carter School Faculty

peacemaking

Jimmy and Rosalynn Carter School for Peace and Conflict Resolution

Campus News

Richard Rubenstein attends conference in Rome on peacemaking in Ukraine

Mariam Aburdeineh — Tue, 28 Jun 2022 19:20:16 +0000

Richard Rubenstein attends conference in Rome on peacemaking in Ukraine Mariam Aburdeineh Tue, 06/28/2022 - 15:20

In This Story

Richard Rubenstein

Learn more about the Carter School

George Mason University Carter School professor Richard Rubenstein attended a workshop conference at the Pontifical Academy for Social Sciences at the Vatican on June 6-7 to discuss peacemaking in Ukraine and other global conflict sites. The conference was organized by the U.N. Development Solutions Network headed by Columbia University professor Jeffrey Sachs.

Carter School professor Richard Rubenstein speaks on peacemaking in Ukraine at the Vatican. Photo by Gabriella C. Marino.

“The purpose was to produce a statement that would be given to the pope and that might also influence the parties to the conflict in Ukraine,” Rubenstein said.

“The meeting addressed the question of how to prevent the conflict in Ukraine from becoming a ‘frozen conflict,’ and the need for early peace negotiations,” Rubenstein said. “While the issue of what kinds of concessions might need to be made by both parties was discussed, the experts were in agreement that trust needs to be built on both sides and that a guarantee of peace in Eastern Europe is a necessity.”

About 40 VIPs were in attendance, including Romano Prodi, former prime minister of Italy and 10th president of the European Commission; Jeffrey Sachs, university professor at Columbia University; Michael von der Schulenburg, former United Nations assistant secretary-general in UN Peace Missions; Mario Marazziti, former deputy and president of Human Rights Committee, Italian Parliament; and Nina Khrushcheva, professor of international affairs at The New School.

Attendees each gave a 10- to 15-minute presentation, Rubenstein said, which included open discussions.

“The statement is now getting more signatories,” said Rubenstein. “It was a good meeting, and it may have some results. We’ll see.”

What do you hope the impact of the statement will be?

“What we want to happen is to get the document into places where it will be discussed by decision makers.”

What was the pope’s reaction?

“Pope Francis has already made a statement on this. The pope says to stop dramatizing, stop trying to turn this into some type of titanic struggle about the fate of an autocracy—that’s not what it’s about. It’s a very interesting statement by the pope and, I think, partly, that’s a response to our discussion.”

What was your role at the conference?

“One of my roles there was to raise the question of when this is all over, how do these people learn to live with each other again? What kind of reconciliation is going to be possible considering how many people are getting killed and how much bitterness has been created by the war?”

What does this say about the Carter School and Mason to be represented at the meeting?

“It’s a really good sign. It’s not just our expertise in negotiation that's being recognized, but our independence of mind and our ability to think about the possibilities of peacemaking even in a wartime atmosphere. Everyone at the conference understood that peacemakers may be blessed, but this doesn’t mean they will be popular.”

Attendees at the Pontifical Academy for Social Sciences outside of the Vatican. Photo credit: Gabriella C. Marino

Topics

Carter School Leadership

Carter School for Peace and Conflict Resolution

Jimmy and Rosalynn Carter School for Peace and Conflict Resolution

Peacebuilding

peacemaking

peacebuilding and analysis

Faculty and Staff News

Mason students map the Russia-Ukraine war through personal stories

Mariam Aburdeineh — Mon, 09 May 2022 17:17:45 +0000

Mason students map the Russia-Ukraine war through personal stories Mariam Aburdeineh Mon, 05/09/2022 - 13:17

In This Story

Alpaslan Özerdem

Karina Korostelina

Solon Simmons

Learn more about the Carter School

Despite being more than 5,000 miles away from the war in Ukraine, students at George Mason University’s Carter School for Peace and Conflict Resolution are actively assessing the conflict dynamics, with hopes that their research could improve the situation.

Keil Eggers is part of a team at George Mason University that is digitally mapping the Ukraine-Russia war.

“A lot of students in [Solon Simmons’ Peace Engineering and Participatory Approaches to Narrative] class felt it would be important to do what we could locally with our set of methods and tools to try and help,” said Keil Eggers, Peace Engineering Lab manager and Carter School PhD student.

They’re creating a digital map of the war through peoples’ lived experiences.

Mapping the Conflict

The team, which includes faculty and seven students ranging from the undergraduate to PhD levels, is creating this map using SenseMaker, a program that allows for a large-scale collection of narratives.

Their SenseMaking in Ukraine project asks participants—ranging from U.S. citizens to those impacted on the ground in Ukraine and Russia—to answer one of three prompts. Responses can be submitted in English, Ukrainian or Russian:

How can ordinary people support peace in Ukraine? Share one of your lived experiences that shows how help can be given or how it has been blocked.
Start a conversation: Tell us one of your lived experiences that you would want people who are on the other side to hear.
What have you noticed about the conflict in Ukraine that makes you hopeful or concerned about a peaceful future

A unique aspect of SenseMaker is that participants evaluate their submissions through questions, including a series of triangles, where each point represents an opinion.

SenseMaker Triangle showing where participants placed their answer among the three choices within the triangle.

For the question, “The situation will improve when people…,” the points represent:

Thoughtfully react to the needs of the present
Overcome historical divides
Achieve security over the long term

“By placing their dot as a balance between one of those factors, you get quantitative data for each person’s story,” Eggers said, adding that Mason students designed the survey questions and will support the data analysis.

The data will help uncover patterns, he said, and will become part of a public dashboard the team is creating to support understanding and next steps.

Impacting Change

This is the first time the school has used SenseMaker in an active conflict, Eggers said. The class hopes to influence change by hosting workshops about the narratives.

“Most of the time in those stories, you start to ask people, ‘What can you do tomorrow to create more stories like ones you want to see and fewer stories like the ones you don’t,’” Eggers said, quoting SenseMaker thought leader Dave Snowden.

“You get people directly thinking about what they can do in their own lives, whether that’s giving aid, doing some kind of really local small action, or for somebody who’s actually making decisions, to change policy.”

More Than a Story

“The SenseMaking tool is one way to uncover the very complex process of meaning-making in how people see the peace process,” said Karina Korostelina, professor and director of the Program for the Prevention of Mass Violence.

Karina Korostelina, professor and director of George Mason's Program for the Prevention of Mass Violence.

In Ukraine, she said, peacemaking will likely include territorial concessions, which create moral dilemmas. Another dynamic, she said, is that people on both sides view the conflict drastically differently because of Putin’s information war.

“Helping reveal these complex patterns, and how people think about the issues, is very important for informing the peace process because governments and international actors have to know how people see and think about it,” she said.

The class, which is part of the school’s Peace Engineering Lab, exemplifies the Carter School’s key principles of innovation, integration of research and practice, and global impact, said Dean Alpaslan Özerdem.

“At the Carter School, we always strive to incorporate the cutting edge of scholarship and practice in our classroom experience,” Simmons added. “This project is a great example of how to do just that.”

Solon Simmons, Associate Professor of Conflict Analysis and Resolution at George Mason.

Students also benefit from the experience, as their contributions have peace-impacting potential.

“SenseMaking in Ukraine brings an innovative way of responding to the war, and preparing our future capacities and knowledge base for the war’s end, so that the Carter School could respond to its peacemaking and peacebuilding challenges from a more informed basis with solid partnerships on the ground,” Özerdem said. “It shows the real impact that our Peace Labs have started to have.”

Topics

Jimmy and Rosalynn Carter School for Peace and Conflict Resolution

Carter School Leadership

Peace Engineering Lab

Ukraine

Russia

Narrative

The conflict in Ukraine is fueled by Putin’s information war, Carter School expert says. Here’s what needs to be done.

Mariam Aburdeineh — Fri, 04 Mar 2022 21:25:57 +0000

The conflict in Ukraine is fueled by Putin’s information war, Carter School expert says. Here’s what needs to be done. Mariam Aburdeineh Fri, 03/04/2022 - 16:25

In This Story

Karina Korostelina

Karina Korostelina. Photo by Alexis Glenn.

The ongoing war in Ukraine is unique from other conflicts, and the international community can take five actions to control the situation, said Karina Korostelina, professor and director of the Program for the Prevention of Mass Violence at George Mason University’s Carter School for Peace and Conflict Resolution.

Korostelina shared her perspective over Zoom:

What makes this war different?

This is not a war between people—it’s completely orchestrated by [Russian President Vladimir] Putin and his close supporters who made decisions about invasion through a groupthink process that prioritizes selected information, cuts off other sources, and silences people who are afraid to raise their voice because they’ll be ousted or persecuted.

The invasion also was backed by a very strong media propaganda and information war, as they try to convince their population that Ukrainian people are hateful and aggressive, that they prosecute Russians and support Nazis. This has been going on for multiple years to justify Putin [invading] Ukraine and now is a part of the nested model of war. But the conflict is not rooted in negative relations between Russian and Ukrainian people.

Where did Putin’s narrative come from?

Calling Ukrainians Nazis is completely irrelevant, because, for example, the president of Ukraine is Jewish. Every country has nationalist groups, and this one is such a small percentage of the population, which should not be taken into account. Putin is using this to justify his actions to his own people.

Russian forces invaded Georgia in 2008, annexed Crimea in 2014, and the lack of serious consequences for Putin’s actions encouraged continued acts of aggression, such as those we see today, Korostelina said.

What could have been done to prevent escalation?

The president of Ukraine called for preemptive actions, but unfortunately our administration in the United States and the European Union were very reluctant to outline specific sets of sanctions. Now they are establishing sanctions, but it’s too late because so many people already died. Cities are destroyed.

There is also no representative of the United Nations in Ukraine right now. It took six days and devastation of civilians in such cities as Kharkiv and Volnovakha for international organizations to step in and organize humanitarian support. However, several cities, including Kherson, did not receive “green corridor.” We have to save civilians.

For me, this war brings up a question we really need to discuss: What is the responsibility of the United Nations and other organizations, which could not prevent war and could not immediately provide support during a humanitarian crisis?

What needs to be done now?

Sanctions are key for cutting off the financial support of the war and for reducing support for Putin among the Russian population.
Putin is using tactics of civilian devastation to intimidate the Ukrainian government and the West. The continuous support for safe “green corridors” and the creation of a “no fly” zone over Ukraine is essential for protecting civilians.
I believe in stopping visas and stripping citizenship from all Russian oligarchs who live in England, France, and other places, who are still giving money to this war or supporting Putin.
Putting pressure on Putin. It is great that the International Criminal Court opened investigation for civilian devastation. It’s a mandate to prosecute individuals for war crimes.
We need to give Russian people the opportunity to realize, not only by sanctions, but also through information given to them, what Putin is actually doing and that he is a war criminal. A strong response to Putin’s information war is essential for increasing pressure from inside.

You’ve researched resiliency in conflict. What do you see as contributing to Ukrainians’ resiliency?

One of the key components for resilience of Ukrainian society during the regional armed conflict in Eastern Ukraine, which we also see now, was volunteering. Right now, everyone is stepping in, in very creative ways. People are using bottles to create weapons, others are calling every Russian phone number they can find to tell them what is actually happening, other people are medical volunteers, and others are buying food to feed displaced people. Everybody is involved in some creative way, and that is very important.

How has the Carter School played a role in Ukraine?

We've done a lot of work in Ukraine. One project was Dialogue and Difference, supported by the U.S. State Department, which involved teaching students and children how to be engaged in dialogue for resolution of conflicts.

Another ongoing project, also supported by the State Department, involves teaching students conflict resolution skills for dealing with issues in society and creating internships for local administrations and NGOs.

The third project was with the German Civil Peace Service in training history teachers in Ukraine how to teach about peace, different forms of violence, and how to address multiple controversial issues in Ukraine, including armed conflict in the East. There is such a big need for understanding and dealing with issues of peace and violence that we are providing. Mason is deeply involved in work with the Ukrainian community, and we will continue doing this work.

Topics

Ukraine

Carter School Faculty

Jimmy and Rosalynn Carter School for Peace and Conflict Resolution

peacebuilding and analysis

Climate change might be fueling ethnic violence. PhD candidate Emily Sample explores why

Mariam Aburdeineh — Fri, 04 Feb 2022 19:49:37 +0000

Climate change might be fueling ethnic violence. PhD candidate Emily Sample explores why Mariam Aburdeineh Fri, 02/04/2022 - 14:49

In This Story

Douglas Irvin-Erickson

Learn more about the Carter School

Emily Sample. Photo by Shelby Burgess/Strategic Communications/George Mason University

As a junior and senior at Annandale High School in Virginia, Emily Sample spent her summers as a docent at the Holocaust Memorial Museum in Washington, D.C. She was a teenager who had just lost a friend to police violence, she said, and joining the museum’s Young Ambassadors Program resonated with her.

“I was fascinated and continue to be fascinated by this highly illogical idea of genocide,” said Sample, a PhD candidate at George Mason University’s Carter School for Peace and Conflict Resolution.

Since then, Sample has built her career around atrocity prevention. In addition to earning a master’s in human rights and genocide studies from Kingston University London, she has worked as a genocide scholar and educator for Holocaust Museum Houston in Texas. She currently works for the Fund for Peace, where she said she supports their portfolio on human rights and international peacebuilding.

“The best way to prevent genocide is to help make violence not an option,” Sample said, explaining that an “us-versus-them” mentality can develop when people believe there is scarcity of resources, and are manipulated into thinking ethnic violence is an answer.

She’s further studying this at Mason, with a case study in West Nile, Uganda, where she lived and conducted research while enrolled at Kingston. Her dissertation examines structural mass atrocity prevention through the lens of climate change adaptation and gender.

Emily Sample (right) and her research partner Lina Zedriga in Uganda in 2013. Photo provided.

“If we make the climate better, if we empower women and have better access to clean water, then [Ugandans] will not be forced into making decisions about whether or not their family lives and the next family dies,” said Sample, who is interviewing Ugandans over Zoom.

Sample is also looking at the effects of environmental racism, where negative environmental impacts disproportionately affect people of color.

“The day-to-day life of someone in Uganda may be much more impacted [by climate change than a Westerner’s] because they’re having to adjust their farming season, and the type of seeds and livestock they’re buying,” she said.

These impacts have gendered implications, Sample said, as women often tend the gardens, cook, and walk to retrieve water.

Increasing education and environmental justice, such as reparations for environmental racism, while reducing scarcity fears, could alleviate many atrocity issues, she said.

Sample said she came to Mason because she wanted to dive deeper into the genocide prevention field.

“My hometown university has one of the best [conflict resolution] programs in the country,” said Sample, who also works with Mason’s Raphaël Lemkin Genocide Prevention Program.

“The Carter School is extremely unique in how many scholar-practitioners we have,” she said. “They integrate students into their work in unique and really pivotal ways that allow students to become practitioners.”

Though the PhD journey is demanding, Sample said her studies have been worthwhile.

“Every single professor is approachable, interesting and has contributed to me seeing the world in a variety of different ways,” she said.

“Emily is a rising star in genocide studies and conflict resolution, and the nexus of these fields with the practice of peacebuilding,” said Douglas Irvin-Erickson, director of Mason’s Genocide Prevention Program. “She’s a brilliant social analyst with many years of ethnographically informed research experience, and her deeply rooted sense of justice endears her to those with whom she works the closest.”

Due to the Covid-19 pandemic, Sample conducts interviews for her dissertation virtually. Here, two Ugandan men communicate with her from Africa via Zoom using a smartphone (bottom right). Photo provided.

Topics

Carter School for Peace and Conflict Resolution

global climate change

climate change; global warming

pandemic

Jimmy and Rosalynn Carter School for Peace and Conflict Resolution

Africa

Virtual

Gender

Women and Gender Studies

Raphael Lemkin Genocide Prevention Program

Research

Mason Momentum

New program welcomes Afghan scholars to Mason

Mariam Aburdeineh — Fri, 04 Feb 2022 19:21:53 +0000

New program welcomes Afghan scholars to Mason Mariam Aburdeineh Fri, 02/04/2022 - 14:21

In This Story

Alpaslan Özerdem

George Mason University's Fairfax Campus. Photo by Evan Cantwell/Creative Services/George Mason University

To support Afghan refugees needing to relaunch their careers in the United States, George Mason University is inviting scholars and researchers who have recently left Afghanistan to apply for an academic appointment as visiting scholars.

“At Mason, we care about what happens in our societies whether here in Virginia, regionally, nationally or globally,” said Alpaslan Özerdem, dean of Mason’s Carter School for Peace and Conflict Resolution.

“As the Carter School, we wanted to respond to the crisis in a way that we’d address a critical cluster of challenges effectively, through our own resources and capacities as an academic institution,” he said. “It was almost a natural reaction for us to think about ways of helping.”

“The Office of the Provost is committed to help our deans and respective academic units welcome Afghan professors and researchers to our institution and have a potential impact on their safety and scholarly work”, said Laurence Bray, associate provost for graduate education.

The program is open to Afghans who have legal residence in the United States or are in the process of obtaining a U.S. Visa. Selected scholars selected will receive financial and institutional support from Mason for a year, with a possible option for renewal.

“As visiting scholars, they’d be able to integrate themselves in both ongoing and prospective research initiatives, leading to opportunities for the renewal of their Mason affiliation,” Özerdem said. “More importantly, with their wealth of experience in post-conflict reconstruction and peacebuilding, as well as their specific areas of disciplinary expertise, Afghan scholars and researchers have so much to contribute to U.S. higher education [and to Mason].”

The scholars will be evaluated on criteria including their credentials, ability to travel to the United States, professional experience, and a field of study that aligns with a participating Mason school or college.

The program speaks to Mason’s mission.

“We value not only diversity and access, but also fraternity and solidarity in responding to socio-economic and political challenges,” Özerdem said. “It was great that this idea by the Carter School was integrated into the university’s plans for responding to higher education needs of Afghan refugees, and it is wonderful that the program is already up and running.”

The Afghan Scholars program also provides an opportunity for giving back, Özerdem said.

“There are many people in our communities who would like to help Afghan refugees, and by supporting this program, they’d have a direct contribution in helping those scholars rebuild their lives,” he said. “Historically, there have been many examples in which scholars who fled to the U.S. have generously contributed to the development of sciences and technology in this country, and now we have an opportunity to make it happen again.”

For more information and to apply to the Afghan Scholars Program, click here.

The Carter School for Peace and Conflict Resolution, in partnership with George Mason University, is committed to supporting at least one Afghan scholar. If you would like to support the program, please visit this link to make a gift: https://advancement.gmu.edu/22CAR1

Topics

Campus News

Carter School for Peace and Conflict Resolution

Rare peace accord signed in the Congo, thanks to Carter School’s community-centered approach

Mariam Aburdeineh — Tue, 14 Dec 2021 00:18:43 +0000

Rare peace accord signed in the Congo, thanks to Carter School’s community-centered approach Mariam Aburdeineh Mon, 12/13/2021 - 19:18

In This Story

Alpaslan Özerdem

Charles Davidson

Learn more about the Carter School

Members of 21 armed groups, Congolese leaders, members of the armed services and local community leaders, including several female peacemakers, met in November to discuss a path to peace in the Democratic Republic of the Congo. Photo provided by the Carter School.

The Democratic Republic of the Congo has not seen peace for more than three decades, but in November 2021, George Mason University’s Carter School for Peace and Conflict Resolution helped the country take a leap in a hopeful direction.

In the province of South Kivu, the school gathered representatives from 21 armed groups, the Congolese government, military, police, intelligence services, religious leaders, civil society groups, and peace advocates. Not only did everyone discuss a path toward peacebuilding, but they also signed a peace accord to solidify it.

“As a methodology, what we’ve done here is exemplary, and it can really change the way peace processes are designed, peace agreements are brokered, and the role of academic institutions in that,” said Carter School Dean Alpaslan Özerdem. “This is the first of many direct engagements we’re hoping to have in carrying the flag of peacemaking as an academic institution.”

Female peacemakers were also in attendance and played a substantial role in the four day conference. Photo provided by the Carter School.

So, what was new about the school’s approach?

Charles Davidson, PhD ’19, Carter School research faculty and alumnus, said it was reexamining the intersection of local and international peacebuilding—something he calls the “new hybridity” approach.

“It’s about, what would it look like to not have outsiders dominate the conversation? What happens when locals and internationals combine efforts?” Davidson said.

Özerdem said the process gives locals hope and opportunities to build their own peace.

“The role of the Carter School has been to facilitate, to accompany local actors by providing our direct qualities of trust building, and knowledge in the planning and implementation,” Özerdem said.

Members of local armed groups sat alongside members of the Congolese state and armed services in pursuit of peace. Photo provided by the Carter School.

The school’s model flips tradition on its head.

Typically, peace processes are administrated by outside states or international organizations. Özerdem said that dynamic may cause lower trust among locals, due to the nature of the conflict and the legacy of those relationships.

“With this South Kivu process, the uniqueness is that it was really designed and implemented by local leadership and international actors accompanied the process,” Özerdem said. “When an external academic institution comes, that creates a different type of opportunity for trust building.”

In many peace negotiations, money is given to incentivize collaboration.

“We emphasized we are not going to pay [non-essential] stipends—you come if you’re interested in making peace,” Özerdem said. “That gave a different proposition than previous peacemaking attempts.”

Surprisingly, it was effective.

“Many people showed up who were not invited,” Davidson said, mentioning more than 60 people were in attendance. “Knowing they had nothing [financial] to gain…they still came and I think it was a huge testament to what was going on.”

Members of local armed groups sat alongside members of the Congolese state and armed services in pursuit of peace. Photo provided by the Carter School.

That wasn’t the only break from the norm. Özerdem said third parties typically consult academic institutions for expertise only if and when needed.

“In this one, because an academic institution is the lead actor in facilitating the entire process, the knowledge part is integrated in a much more organic and natural way,” he said.

Özerdem said the school plans to replicate the process, piloted in the Congo, in other conflict-ridden zones.

“Particularly with our renaming last year, one of our key aspects of the vision is our relevance for conflict-affected communities and how we can translate this into practice, from addressing issues in our neighborhoods here, to global challenges of peace and security,” he said

It’s a sensitive undertaking with risks the school does not take lightly, Özerdem said, so each step is strategic.

And that’s what the school’s mission is about.

“For units like the Carter School, it’s really important that the practice of conflict resolution is part of our DNA,” Özerdem said.

David Bubasha (center), a former child soldier who left the militia to start AJDC, an organization that works to demobilize child combatants in the Congo, speaks to members of the Congolese press about the peace summit. AJDC, Charles Davidson's nonprofit Innovations in Peacebuilding International, and the Carter School helped facilitate the peace summit in November 2021. Photo provided by the Carter School.

Members of local armed groups sat alongside members of the Congolese state and armed services in pursuit of peace. Photo provided by the Carter School.

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Carter School Leadership

Carter School for Peace and Conflict Resolution

Jimmy and Rosalynn Carter School for Peace and Conflict Resolution

Peacebuilding

peacebuilding and analysis

Leadership

grand challenges

International Relations

Mason Alumni

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December graduate gives back to help students achieve their dreams

Colleen Rich — Thu, 09 Dec 2021 17:51:19 +0000

December graduate gives back to help students achieve their dreams Colleen Rich Thu, 12/09/2021 - 12:51

Arturo Barrera is the first in his family to attend college in the United States, but he knows he didn’t get there alone.

Arturo Barrera graduates with a bachelor's degree in conflict analysis and resolution on Dec. 16. Photo by Shelby Burgess/Strategic Communications

In Bolivia, he said his parents overcame an unsafe social environment and political prejudices in finding employment. His mother persevered in becoming a doctor and psychologist, he said. His father, who studied business, came to the United States for a better life and worked multiple jobs—often at odd hours—to provide for his family.

“The amount of faith they had in each other to make it out of where they started blows me away,” Barrera said, adding that his parents’ college credits didn’t transfer to the United States. “They had hardships starting here, but despite it all, we now live in a nice home…and I am [at George Mason University] graduating.”

The December graduate from Woodbridge, Virginia, is receiving his bachelor’s in conflict analysis and resolution. He said Mason supported him before he was a freshman.

“The Early Identification Program (EIP) gave me resources and a different way of seeing the idea of college,” said Barrera, who joined the preparatory program in seventh grade. “I wanted to give back what they gave to me.”

Since coming to Mason, Barrera has served as a college readiness instructor and academic success coach for EIP.

“It was a little intimidating [mentoring high schoolers], but it developed me as a leader in that I gained a lot of confidence,” the Honors College student said. “I also was a peer advisor for a University 101 class—if it wasn’t for EIP, I would’ve never considered that.”

Barrera, who is also working on an accelerated master’s in public administration at the Schar School, said he’s most proud of helping first-generation students attend college and achieve their dreams.

“Arturo is a compassionate student, with patience beyond his years and a strong commitment to our students,” said Aaron Muz, EIP’s coordinator for outreach, engagement and student transition.

“He’s a dreamer who sets ambitious goals and knows how to put his head down and meet those goals through hard work and determination,” he said. “I have no doubt he’ll achieve something monumental in his future.”

With his degrees, Barrera said he aspires to help environmental organizations achieve their goals by streamlining their organizational processes and helping them navigate conflicts.

At Mason, he said he’s had meaningful experiences with the Student Transition and Empowerment Program (STEP), and the Carter School's Peacebuilding Fellowship, where he interned with the Office of Community and Local Government Relations in Arlington to help lead outreach efforts for the Institute for Digital InnovAtion.

Outside of class, Barrera supports the Model UN Program, Global Classrooms, and volunteers with Literacy Council of Northern Virginia to help Spanish speakers learn English. He also co-hosts The Lunch Break podcast, which centers on social innovations and global issues.

In all he does, Barrera said his work is about lifting others up.

“Everybody has the potential to do great things,” Barrera said. “I believe in others because I know there are people like my parents trying to get out of seemingly impossible situations or want more out of life.”

“Most of the time, they just need a hand or faith,” he said. “I like to give them that.”

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Jimmy and Rosalynn Carter School for Peace and Conflict Resolution

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Advocating for diverse representation in climate change policy

Kristin Heydt — Thu, 04 Nov 2021 21:47:42 +0000

Advocating for diverse representation in climate change policy Kristin Heydt Thu, 11/04/2021 - 17:47

In This Story

Terrence Lyons

Dilafruz Khonikboyeva, BA ’10, MS ’14, grew up during the civil war in Tajikistan, and said it was her experience of living through conflict that motivated her to study at George Mason University’s Carter School for Peace and Conflict Resolution. In April, she received the school’s Distinguished Alumni Award.

“The Carter School means so much to me personally and professionally,” Khonikoboyeva said, adding that she keeps in touch with professors who have been like mentors. “For me, this award is a promise that I will live up to it.”

So far, she’s on track.

Since graduating, Khonikboyeva spent eight years working at USAID, doing the same work she said people did for her as a child living through war. Following four years at the Aga Khan Foundation, where Khonikboyeva developed communications and policy strategy for countries in conflict, she was appointed Senior Advisor, Policy, Planning and Learning for USAID under the Biden-Harris Administration in February 2021.

“We are thrilled, but not surprised, to see Dilafruz getting the recognition she deserves,” said Carter School associate professor Terrence Lyons. “Her appointment will allow her commitment to social justice and her understanding of how transnational processes of advocacy and development shape policy at the highest levels to make a lasting difference.”

“This is about giving back to this country that means so much to me, and as a Muslim immigrant woman, it’s important to show that there is a space for us in leadership,” Khonikboyeva said.

She said her new position calls on her to coordinate with global partners, including the United Nations, in support of the Biden-Harris priorities. At the same time, she is focusing on climate change at the intersection of diversity and inclusion, looking at issues around environmental justice, and ensuring diverse voices, including indigenous populations and racial and ethnic minorities, have a place at the table.

Diverse representation is critical, she said, as multiple perspectives help strengthen the nation.

The skills she learned at Mason also come in handy.

“Conflict resolution helps you at the interpersonal, organizational, and certainly for my career, at the international level,” Khonikboyeva said. “The need for the Carter School grows with every single moment and every single year.”

Khonikboyeva’s story was also chronicled by former President George W. Bush in his book, “Out of Many, One: Portraits of America’s Immigrants,” which was released in April.

Each chapter opens with an oil portrait of one of the immigrants, painted by President Bush. The chapters are written from his perspective, telling the inspiring stories of immigrants, and their contributions to America, Khonikboyeva said.

The portraits and stories are on display at the George W. Bush Presidential Center in Dallas, Texas through Jan. 3, 2022.

The book’s potential impact is what excites Khonikboyeva most.

“I’m deeply touched by this book,” she said. “It doesn’t try to hide how difficult it is to immigrate, how difficult it is to build back up from absolutely nothing.”

“It’s a celebration of that hard work and it doesn’t feed into partisan politics,” she said. “It’s very much a celebration of people and immigrants who are critical to making this country succeed.”

Topics

Carter School for Peace and Conflict Resolution

Jimmy and Rosalynn Carter School for Peace and Conflict Resolution

International Development