Friday, December 25, 2015
Monday, December 21, 2015
Digital Futures - the academic voice from Office for Digital Learning on Vimeo.
Friday, December 18, 2015
|Dialogue participants at Highley Manor|
Tuesday, December 1, 2015
Download concept note and also the programme.
Monday, November 30, 2015
Survey research in the USA and UK/Ireland indicates significant rates of sexual victimization among university students. This talk will summarize the available research, focusing on the import roles of student activism and faculty/staff advocacy in recent developments in the USA, with implications for the same in the UK/Ireland.
Date: 2 December 2015
Time: 12:30 to 14:30
Venue: Ulster University, Belfast campus, Conor Lecture Theatre
Refreshments will be served from 12.30pm with the talk commencing at 1.15pm.
William F. ("Bill") Flack, Jr. is a US-UK Fulbright Scholar (Northern Ireland Governance and Public Policy) at INCORE at Magee campus and Psychology at Coleraine campus from September through December 2015.
Monday, November 23, 2015
From the end of 2012 until mid-2014 this project gathered learning from experienced practitioners and participants (mostly from veteran/former combatant backgrounds) promoting peace/reconciliation/humanisation in places of deep seated political conflict. Filmed reflective workshops were held and interviews conducted in South Africa, Israel-Palestine, Northern Ireland/North of Ireland and Ireland.
The extensive film footage and written transcripts from these workshops and interviews provide rich, real life material on the challenges of undertaking peace/reconciliation/humanisation work.
Watch the documentary and if you are interested in supporting the completion of the documentary contact Professor Brandon Hamber.
Monday, October 19, 2015
- How, conceptually and empirically, can masculinities be linked to violence, including sexual and gender-based violence (SGBV) and violence against women (VAW)?
- Conceptually and empirically, what are the relationships between masculinities and femininities, gender equality as well as women's rights within (post-) conflict contexts?
- How do situations of violence and (post-)conflict shape masculinities, and how are masculinities (re-)shaped and influenced during conflict and post-conflict lived realities?
- How and to what extent do post-conflict peace-building and transitional justice processes consider and address masculinities?
Friday, October 16, 2015
Download the Report of the Special Rapporteur A/HRC/30/42, 7 September 2015, click here.
Saturday, October 3, 2015
I was invited to Colombia at the request of the City of Valledupar, one of the cities (some 1.5 hours north east of Bogota by plane) that was most affected by conflict. A series of conferences, presentations, and workshops were being organized under the leadership of Mayor Fredys Miguel Socarras Reales, focusing on preparing for the regional implementation of the peace. I addressed a range of community members (about 150-200) over a two-day process to discuss comparative peace lessons at a community level. I also met with the Mayor.
After the community engagements I spent some days in Bogota meeting some key players in the peace process and sharing lessons with them and different civil society members. The trip ended with a presentation to about 200-300 training lawyers at Libre University in Bogotá as part of conference on Reconciliation, Civil Law and Commissions. Again the focus was on comparative lessons from Northern Ireland.
|View of the public meeting|
Monday, September 14, 2015
Based on years of experience in the field of peacebuilding (by IJR and its partners) and a long trajectory of developing, implementing and analysing mental health and psychosocial support (MHPSS) projects around the world (by WTF and its partners), the two organisations partnered in bringing together academics and practitioners from both fields to explore ways in which the nexus between MHPSS and peacebuilding could be better understood.
As such, the programme was structured in such a way that practitioners could share their experiences (best practice and challenges), academics could put forward their existing research and the group as a whole could explore ways in which the two fields could begin to be brought closer together in order to contribute to the development of more sustainable and holistic interventions.
The full conference report is available here.
To watch my keynote address at the conference play below.
Monday, August 31, 2015
Friday, August 7, 2015
These are times of massive change in the digital landscape. Global connectivity through the internet added to the power of communication technologies and the affordability of modern devices makes knowledge more accessible and education more and more distributed. It is in this context that MOOCs – Massive Open Online Courses – have been making the digital headlines in higher education recently. And it would be fair to say that a University-sponsored group on Open Learning may not have materialised were it not for the MOOC phenomenon.
The membership of the Ulster MOOCs and Open Learning Working Group drew in expertise across learning and teaching, research and innovation, internationalisation and digital learning; all common aspects of a MOOC. On the principle that we could not ignore the changes taking place, we reviewed the MOOC landscape extensively: what, for example, students expected; what others in higher education were doing and had invested heavily in; and what lay behind the power of the platform.
|Download MOOCs & Open Learning Report|
All paths led us back to the principles of Open Learning re-forged by the white heat of technology and its potential to transform the dissemination of knowledge and distribution of education whilst also remaining true to our institutional values.
We concluded that:
- Openness at Ulster should be as much practical as philosophical; widening access, for example, is a dominant gene in our institutional DNA.
- Openness at Ulster must resonate within our business equation; the tensions of resource must be set in the context of the value of what we want to do, the cost of getting there, and a recognition of where we are coming from.
- Openness at Ulster should draw from our niche educational provision relative to others in the sector.
- Openness at Ulster should draw from our niche and high quality research and enterprise; much of our research is publically funded with funders increasingly requiring open dissemination and public engagement with research that is accessible, substantial and demonstrable.
- Ramping up to massive open courses would be a massive step too far today; we need firstly to underpin a change in culture and capability that moves to openness in an assured manner. A measured approach would be to develop a conventional, for-credit online module and then scale for open access.
- MOOC costs are prohibitive unless in partnership; partners could be drawn from higher education, the commercial, professional body or third sectors; on a global scale there may be synergy with the aspirations of IGOs and NGOs with a remit in education, health, young people, poverty and peace - UNICEF, UNESCO for example.
- We must demonstrate capacity and capability by building our external profile in open learning and dissemination in an assured manner – using Jorum and iTunes U, for example.
- We should realise the potential for innovation through the research-teaching nexus; using open learning to enhance the student experience and to inject valuable co-creation and collaboration with our students in curriculum and research outputs.
- We need a policy statement on open learning with aims and objectives to frame an institutional position and calibrate diverse impacts.
- And we must underpin all our efforts with on- going awareness raising, academic discussion, support and targeted projects.
In the end, our journey traced the sequence in the name of our Working Group: from MOOCs to Open Learning. Ironically, the impact of MOOCs on our University can be celebrated already: MOOCs were the genesis of this study and may yet be one the many academic fruits collectively visioned by this Working Group and endorsed by this University.
Blog posted originally on Ulster University Access Digital and Distributed Learning: 02 Jul 2015
Tuesday, August 4, 2015
At the time I made the point that:
So recently I posted the latest update (27 July 2015) from the Prehen Historical and Environmental Society on Facebook calling for us all to take a little action by sending an email.
So please do read it and if moved by it follow up. Ireland has so few ancient woodlands left, and we should not have another one decimated essentially for profit.
Saturday, August 1, 2015
The book Psychosocial Perspectives on Peacebuilding offers a template for those dealing with the
The chapters in this book describe experiences within very different contexts, including Guatemala, Jerusalem, Indian Kashmir, Mozambique, Northern Ireland, South Africa and Sri Lanka. The common thread between the case studies is that they each show how psychosocial interventions and practices can influence the peacebuilding environment and foster wider social change.
Psychosocial Perspectives on Peacebuilding is essential reading for social and peace psychologists, as well as for students and researchers in the field of conflict and peace studies, and for psychosocial practitioners and those working in post-conflict areas for NGO’s.
Interested in a copy, you can buy from Amazon, or directly from Springer.
You can also get updates on the book by visiting the Facebook Page.
Wednesday, July 29, 2015
Hamber, Brandon, Gallagher, Elizabeth, Weine, Stevan, Agger, Inger, Bava, Saliha, Gaborit, Mauricio and Murthy, R. Srinivasa (2015). Exploring how context matters in addressing the impact of armed conflict. In: Psychosocial Perspectives on Peacebuilding. Springer: New York, pp. 1-30. More Information.
Tuesday, June 30, 2015
The 2015 module, taught by myself, Stephen Ryan and John Peto, describes and evaluates the impact that new technologies, in areas such as education, medicine, security and communication, have on peace strategies and conflict transformation. The programme is complemented by a 3 study visit to Belfast and various sites in Northern Ireland meeting local groups, peacebuilders and entrepreneurs. Check out the video below about the summer school.
Tuesday, June 16, 2015
In the last ten years, the International Conflict Research Institute (INCORE) at Ulster University has been involved in more than 50 local-global exchanges aimed at learning lessons for or from Northern Ireland.
The Agreement is viewed globally as a positive model, particularly in the way it guarantees nationality and identities, regardless of the constitutional status of Northern Ireland. Northern Ireland has also demonstrated that it is possible to pursue divergent political goals in a peaceful way.
Two issues that those wanting to learn comparative lessons also consider significant are policing and funding with its allied impact on community work.
Rebuilding trust in the police following conflict is a common global problem. The extensiveness of the Patten Commission process is of constant interest, as well as the creation of shared civilian oversight mechanisms such as the Policing Board.
On the funding front, the extent of funding used to develop the peace process at the community level is a source of fascination to international visitors. Many cannot believe that over £1.5 billion has been put into community peace work since the Agreement.
They are quick to see however that funding has helped develop a skilled community sector who can share lessons on a range of peacebuilding methods as diverse as using art, sport, dialogue, and development. At the same time, international lesson- learners are also often astounded at how much still needs to be done. Seeing the ugly truth of “Peace Walls” and some murals with their violent imagery is a revelation to visitors, as they tend to believe the process has moved well beyond these types of manifestations of conflict. Explaining that only 7% of children attend integrated schools close to twenty years on from the Agreement is shocking to most visitors. Pointing out that, despite some slight improvements in residential mixing, most people reside in largely single-identity communities is also often a surprise.
Those who study and practise conflict transformation are quick to realise that many aspects of the Northern Ireland process represent a negative peace. That is a context where political violence has decreased but the underlying issues that fuel conflicts have not been addressed.
When asked why this is the case, I respond that a more vigorous policy move towards integration has not taken place because there is no commonality of vision in terms of the type of society we are ultimately working towards. Is the goal thin integration or deeper social transformation? Are we going to settle for a society where the dominant communities are going to remain separate and, hopefully, equal, co- existing in negative peace? Alternatively, are we seeking more profound change, where all aspects of life are integrated? This is not an academic question but a practical one as it touches on what is needed to sustain peace in Northern Ireland in the long run.
International lessons would suggest that minimal social change might not be enough for peace to endure, especially in a context where different cultures and political aspirations are inevitably going to rub up against one another. In this context, even outsiders can see that a deeper level of social integration is needed. Without this, peace will always remain tenuous and will mean we can only share the lessons from limited specific examples rather than the peace process as a whole.
Published in Fund Focus, International Fund for Ireland Newsletter, June 2015
Friday, June 12, 2015
Thursday, May 7, 2015
The Institute for Justice and Reconciliation, War Trauma Foundation (Netherlands), The International Conflict Research Institute (INCORE) and the African Centre for Migration & Society cordially invite you to a book launch and public discussion coinciding with the hosting of an international conference titled ‘Healing communities, transforming society: Exploring the interconnectedness between psycho-social needs, practice and peacebuilding’.
Given the recent xenophobic violence in South Africa, the volume has a deep resonance, as it traces through in-depth case studies how migrant residents seek support, to cope and to heal, going beyond what mental health professionals traditionally consider support mechanisms or interventions for those in distress. The book will be launched as part of a public panel discussion focused on the current context for migrants in South Africa and abroad.
Professor Brandon Hamber
Director, International Conflict Research Institute (INCORE), Ulster University, Northern Ireland
Professor Pumla Gobodo-Madikizela
University of the Free State, South Africa
Dr Ingrid Palmary
Director and Associate Professor African Centre for Migration and Society, University of the Witwatersrand
DATE: 7 May 2015
TIME: 6 for 6:30pm
VENUE: Sunnyside Park Hotel, Parktown, Johannesburg
TO RSVP please send an email to firstname.lastname@example.org
Friday, May 1, 2015
The main aims of the project:
• Identify the relevant architecture throughout the city.
• Engage communities to attain detailed information on how people interact with this architecture.
• Use the research and engagement to inform policy discussions nationally and internationally.
Project Team: David Coyles (PI), Donovan Wylie (CI), Brandon Hamber (CI), Greg Lloyd (CI) and partners at the London School of Economics (LSE, Ann Power), as well as researchers Adrian Grant (Ulster) and Laura Lane (LSE).
See all the posts and activities about Cartographies of Conflict project.
Tuesday, April 28, 2015
The article reflects on the role of different approaches for dealing with painful memories and violent pasts. In it I explore how different dimensions – interpersonal and intergroup relations, memories and identities at the individual and collective level – relate to one another. I also address how one can constructively address victim identities and cultures of victimhood that may stem from painful or traumatic experiences in light of my work in South Africa and Northern Ireland, among other locales.
You can download the paper by clicking here.
Friday, January 23, 2015
In autumn 2014, The Committee for the Office of the First Minister and deputy First Minister (OFMdFM) launched an Inquiry into the Building a United Community Strategy (TBUC) and called for submissions. Some 70 organisations responded to the call.
On 21 January 2014 I was asked to give evidence to the Committee about the Strategy. Here are my opening comments to the Committee.
Terms of Reference of the Committee
'Together: Building a United Community' Strategy
Responses to the Consultation
OFMdFM Updates on Together: Building a United Community