Youth and Children in Peace Building

A Report by The Red Elephant Foundation

CONCEPT PAPER ON YOUTH AND CHILDREN IN PEACE BUILDING The Red Elephant Foundation Contributors: Rachel Nduta, Sophie Dowle & Molly Price April 2016

Background As Dr Roshan Danesh says “Humanity, throughout history has disproportionately placed the burdens of war and violence on young people.”1 Due to this, the youth are a hugely important part of post-conflict peace building. Young people are often seen as the hope and future of a nation. Or, they are seen as a potential security threat, and proponents of violent conflict. These two dogmas are reflected in peace building efforts.2 Youth are often the focus of rehabilitation, reintegration and active citizenship programmes following conflict, as seen in Liberia, Sierra Leone and the DDR3. More than one billion of the world’s population is defined as youth, between the ages of 1524.4 This is the largest youth population the world has ever known. Many countries in SubSaharan Africa, South Asia and the Middle East and North Africa (MENA), have predominantly young populations. Many youth live in fragile and conflict-affected areas.5 Politicians and researchers often see youth as a problem to be solved. However, many youth are active peace-builders. Equally affected by various forms of violence, they decide to act constructively towards building a culture of peace. Youth are underestimated as positive agents of change and key actors in peace building, both by policy-makers and academics.6 Defining Peace building Common definitions of the term peace building place it with efforts that aim to strengthen the relations and positive engagement between individuals and groups. Peace building can include, but is not limited to, efforts at unity-building, reconciliation, relationship-building and establishing greater social cohesion.7 Why is it important to include youth in peace building? Factors such as limited economic, social and political opportunities can drive youth to participate in armed conflict. However, it is crucial to remember that this does not reflect the majority of the youth population; many young people in conflict and post-conflict countries are working for peace. As the UNOY argues, young people can be protected from violent conflict by offering them a possibility to shape their futures through participation in issues that concern

1

http://www.tc.columbia.edu/centers/Epe/PDF%20articles/DaneshYouthandPeace building_22feb08.pdf p.1 A. Özerdem and S. Podder (2015) Youth in Conflict and Peace building. London: Palgrave Macmillan p.208 3 A. Özerdem and S. Podder (2015) Youth in Conflict and Peace building. London: Palgrave Macmillan p.207-8 4 Defining youth is very complex, but here we have taken the most common age category that “youth” refers to, for a more in depth discussion of what the term “youth” can include see: http://www.tc.columbia.edu/centers/Epe/PDF%20articles/DaneshYouthandPeace building_22feb08.pdf 5 http://unoy.org/wp-content/uploads/Peace building-Architecture-Review-Youth-and-Peace building.pdf 6 http://ejournal.narotama.ac.id/files/The%20Unexplored%20Power%20and%20Potential%20of%20Youth.pdf p.2 7 http://www.tc.columbia.edu/centers/Epe/PDF%20articles/DaneshYouthandPeace building_22feb08.pdf 2

them, including peace and security, and the provision of quality educational and livelihood opportunities.8 Currently, the motivation to incorporate youth in issues of peace and security is born primarily out of a perception of youth as a potential security threat, instead of a desire to work with youth as equal partners. There is also a tendency by decision makers to talk about youth, rather than work with youth. Studies show that social exclusion is an important factor that triggers a relapse into violent conflict, thus it is important that young people are included in peace processes and not be made to feel excluded.9 Furthermore, participation in decision making supports young people’s resilience in the face of social pressures, giving them a sense of belonging.10 Most importantly, young people are future-oriented, making them ideal to include in a lasting peace-building projects.11 Case Studies As according to the UN Convention on the Rights of the Child, children ought to be involved in peace building, as not only is it their right, but they have an important role to play in the development of peace in post-conflict zones.12 In some parts of the world, youth and children are already actively engaged in peace building initiatives and are helping to establish peace that can last generations. However in many post-conflict zones youth and children, especially exchild soldiers, are extremely vulnerable and can be overlooked in peace building missions thus threatening the stability of peace in post-conflict societies. The following examples from Northern Ireland and Sierra Leone demonstrate the extent to which children can successfully be involved in peace building efforts, but also where they are being overlooked. Northern Ireland has been riddled with ethno-religious tension and violence for decades and even after official peace was established in 1998, tension remains and at times violence reerupts often involving young people. As it is the youth of the country who have the power to develop a peaceful society for the next generation, peace building initiatives have been established in the country specifically for young people. Music has importantly cultural significance in Northern Ireland and so programs have been established which gather youths and create an environment in which they can share meaningfully with one another. These initiatives provide a setting for young Catholics and Protestants to engage in activities of common interest allowing them to reconsider preconceived views and ideologies that may act as triggers of violence. These music programs 8

http://unoy.org/wp-content/uploads/Peace building-Architecture-Review-Youth-and-Peace building.pdf http://unoy.org/wp-content/uploads/Peace building-Architecture-Review-Youth-and-Peace building.pdf 10 http://unoy.org/wp-content/uploads/Peace building-Architecture-Review-Youth-and-Peace building.pdf 11 http://ejournal.narotama.ac.id/files/The%20Unexplored%20Power%20and%20Potential%20of%20Youth.pdf 12 Lesley J. Pruitt (2011) Music, youth, and peace building in Northern Ireland, Global Change, Peace & Security, 23:2, 207-222, 9

also allow participants to envision the public spaces they use as having the potential for peaceful, cultural activities, thus reducing violence and rioting.13 Those who have grown up with exposure to conflict are often reluctant to join formal peace dialogues, for this reason, Northern Ireland employs music as an alternative effort for peace building as it has proven powerful in bringing people together.14. On the other hand, in Sierra Leone, post-conflict peace has been threatened due to a lack of engagement of youth and children in peace building initiatives. In Sierra Leone, youths make up more than 50% of their population and it was this demographic that was gravely affected by conflict and took part in the terrible violence during the country’s civil war.15 However much research suggests that young people have been alienated from peace building processes, and this prevents the improvement of the lives of children and youths socially, economically and politically. In particular, those who were recruited as child-soldiers in the war and then discharged as young adults have been overlooked, this is especially problematic given that such people experienced extreme trauma that affected their development, personal growth and will most likely experience post traumatic effects for the rest of their lives. In order for Sierra Leone to continue on a consistent path to stability and development, these young people need specific rehabilitation.16 There are some peace building programs such as MOCKY, which addresses the problems of youths in particular regions of the country and aims to then help them direct their energy into positive and productive activities. This program has been commended for reducing disputes; however it alone cannot provide youths across Sierra Leone with the skills that they need to become citizens with developed social, intellectual and psychological skills that allow them to be engaged with and survive in society.17 Continued peace building efforts need to have a stronger focus on the rehabilitation and development of your Sierra Leoneans, given that they are the future of the country.

13

Lesley J. Pruitt (2011) Music, youth, and peace building in Northern Ireland, Global Change, Peace & Security, 23:2, 207-222, 14 Lesley J. Pruitt (2011) Music, youth, and peace building in Northern Ireland, Global Change, Peace & Security, 23:2, 207-222, 15 ANGELA MCINTYRE & THOKOZANI THUSI (2003) CHILDREN AND YOUTH IN SIERRA LEONE'S PEACE-BUILDING PROCESS, African Security Review, 12:2, 73-80, 16 ANGELA MCINTYRE & THOKOZANI THUSI (2003) CHILDREN AND YOUTH IN SIERRA LEONE'S PEACE-BUILDING PROCESS, African Security Review, 12:2, 73-80, 17 ANGELA MCINTYRE & THOKOZANI THUSI (2003) CHILDREN AND YOUTH IN SIERRA LEONE'S PEACE-BUILDING PROCESS, African Security Review, 12:2, 73-80,

Conclusion and Recommendations Peace building process entails meticulous intervention in conflict resolution and its underlying causes. Key activities that encourage peace building take account of human security, impartial justice system, inclusion in political processes and decision making. These activities guarantee social cohesion and significantly minimize prospects of violence.18 It is worth noting that stable peace is built not only on equitable pillars of political, social and economic factors but also sustainable development.19 Identifying mechanisms for handling disputes at the grassroots level is highly effective in resolving conflict and a great way to encourage participation by all members of society. Granted, the youth and children have a significant role to play in activities that foster peace and this can be achieved through creating avenues that allow inclusion in all spheres of life. 20 Children for instance need to be involved through child friendly and participatory tools such as poetry, drama and songs while of course ensuring child protection measures are in place.21 Recognizing the role of youth and children in peace building is also paramount and will certainly go a long way in the realization of long lasting peace.22

18

United Nations Peace Building Fund, Preventing a relapse into Violent Conflict http://www.unpbf.org/application-guidelines/what-is-peace building/ 19 Youth and Peace Building, UNOY Peace Builders, March 25, 2015. 20 http://www.beyondintractability.org/essay/peace building 21 CLARE O’KANE,CLARE FEINSTEINAND ANNETTE GIERTESN, Children and Young People In Post Conflict Peace Building, http://www.dcaf.ch/content/download/36906/529029/file/12%20Children%20and%20Young%20Peopl e%20in%20Post-conflict%20Peace building.pdf 22 CLARE O’KANE,CLARE FEINSTEINAND ANNETTE GIERTESN, Children and Young People In Post Conflict Peace Building, http://www.dcaf.ch/content/download/36906/529029/file/12%20Children%20and%20Young%20Peopl e%20in%20Post-conflict%20Peace building.pdf

Bibliography   



     

Özerdem and S. Podder (2015) Youth in Conflict and Peace building. London: Palgrave Macmillan, p.207-8 Angela McIntyre & Thokozani Thusi (2003) Children and Youth in Sierra Leone’s Peace-building Process, African Security Review, 12:2, 73-80. Clare O’Kane, Clare Feinstein and Annette Giertesn, Children and Young People In Post Conflict Peace Building, http://www.dcaf.ch/content/download/36906/529029/file/12%20Children%20and%20Young%20People %20in%20Post-conflict%20Peace building.pdf Celina Del Felice and Andria Wisler, The Unexplored Power and Potential of Youth as Peace-builders http://ejournal.narotama.ac.id/files/The%20Unexplored%20Power%20and%20Potential%20of%20Youth. pdf p.2 Peace building Architecture Review, Youth and Peace building. http://unoy.org/wp-content/uploads/Peace building-Architecture-Review-Youth-and-Peace building.pdf Peace building http://www.beyondintractability.org/essay/peace building Dr Roshan Danesh, Youth and Peace Building, p.1 http://www.tc.columbia.edu/centers/Epe/PDF%20articles/DaneshYouthandPeace building_22feb08.pdf Lesley J. Pruitt (2011) Music, Youth, and Peace building in Northern Ireland, Global Change, Peace & Security, 23:2, 207-222, United Nations Peace Building Fund, Preventing a Relapse into Violent Conflict http://www.unpbf.org/application-guidelines/what-is-peace building/ UNOY PeaceBuilders, Youth and Peace Building, March 25, 2015.

Contributing Team Megan Bird (Editor): Megan holds an M.A. in International Relations from the University of Oklahoma. She works as an office coordinator at Alley's House, a non-profit that helps empowers teenage mothers to be independent. She is presently a UN Global Champion for Women's Economic Empowerment, as well as a volunteer for Delta Women. Her dream has been to help people, and is so grateful for the opportunities she has been given. She loves dancing ballet, 60's music, and reading. She believes living life is all about keeping your chin up and your mind open. Molly Price (Contributor): Molly is an undergraduate student at the University of Melbourne and has just finished her second year of a Bachelor of Arts majoring in International Studies and German, as well as a Diploma of Spanish. Molly has a passion for international development and has a strong belief that the education of children, in particular girls, is one of the best ways to strengthen international development. Molly wishes to do all she can to further girls rights to education and sexual equality. Rachel Nduta (Contributor): Rachel is a mother, a journalist, a volunteer, car enthusiast and a Diploma graduate in Business Management. She co-partners in managing Combat Child Labour, a media-based organization in Kenya that fights for the rights of youth and children through documentary films and photography. Keen on education and economic empowerment, Rachel works on various projects that highlight the need to keep children in school and creating youth employment. An avid reader, Rachel enjoys writing comprehensive pieces and is currently learning Spanish. Sophie Dowle (Contributor): Sophie is an undergraduate at Oxford University, studying Arabic and Islamic Studies. She spent a year studying in Jordan as part of her degree. She works for various projects increase access to education for all. She is interested in gender and education, especially in the Middle East region. When she isn’t studying she enjoys running, hiking, playing the flute and writing in her spare time. She also loves to travel but still thinks her home country of Wales is one of the most beautiful parts of the world.