This book studies war narratives and their role in the political arenas of post-conflict societies, with a focus on the former Yugoslavia. How do politicians in postwar societies talk about the past war? How do they discursively represent vulnerable social groups created by the conflict? Does the nature of this representation depend on the politicians’ ideology, personal characteristics, or their record of combat service? The book answers these questions by pairing natural language processing tools and large corpora of parliamentary debates collected in three southeast European post-conflict societies (Bosnia-Herzegovina, Croatia, and Serbia). Using the latest advances in computer science, the book explores patterns in the war discourse of the political elites of these countries and discusses how politicians talk about war in terms of common narratives and shared frameworks. Mapping over 20 years of parliamentary debates, the book presents a new perspective on the role of the legacies of war in public space and develops theoretical arguments about reconciliation in post-conflict societies. The wars of the 1990s and the breakup of Yugoslavia have created three totally different settings for remembering the past conflicts in these countries, despite their common history. It is a story of victorious battles (Croatia), past grievances (Bosnia-Herzegovina), and denial (Serbia), showing the different flavors of past wars in various national contexts that are symptomatic of many post-conflict societies in different parts of the world. This book will be of much interest to students of war and conflict studies, southeastern European politics, discourse analysis, and international relations.

This book provides an in-depth analysis of border and boundary enactments in post-war and “deeply divided” societies. By exploring everyday places in post-conflict societies, it critically examines official narratives of how ethno-national divisions arise and are sustained. It challenges traditional accounts regarding the role that international intervention has in producing and/or weakening boundaries in such societies, while questioning clear-cut distinctions between the local and the international.

This book is open access under a CC BY 4.0 license. This volume discusses the effects, models and implications of history teaching in relation to conflict transformation and reconciliation from a social-psychological perspective. Bringing together a mix of established and young researchers and academics, from the fields of psychology, education, and history, the book provides an in-depth exploration of the role of historical narratives, history teaching, history textbooks and the work of civil society organizations in post-conflict societies undergoing reconciliation processes, and reflects on the state of the art at both the international and regional level. As well as dealing with the question of the ‘perpetrator-victim’ dynamic, the book also focuses on the particular context of transition in and out of cold war in Eastern Europe and the post-conflict settings of Northern Ireland, Israel and Palestine and Cyprus. It is also exploring the pedagogical classroom practices of history teaching and a critical comparison of various possible approaches taken in educational praxis. The book will make compelling reading for students and researchers of education, history, sociology, peace and conflict studies and psychology.

Is peace an aberration? The New York Times bestselling author of Paris 1919 offers a provocative view of war as an essential component of humanity. NAMED ONE OF THE TEN BEST BOOKS OF THE YEAR BY THE NEW YORK TIMES BOOK REVIEW “Margaret MacMillan has produced another seminal work. . . . She is right that we must, more than ever, think about war. And she has shown us how in this brilliant, elegantly written book.”—H.R. McMaster, author of Dereliction of Duty and Battlegrounds: The Fight to Defend the Free World The instinct to fight may be innate in human nature, but war—organized violence—comes with organized society. War has shaped humanity’s history, its social and political institutions, its values and ideas. Our very language, our public spaces, our private memories, and some of our greatest cultural treasures reflect the glory and the misery of war. War is an uncomfortable and challenging subject not least because it brings out both the vilest and the noblest aspects of humanity. Margaret MacMillan looks at the ways in which war has influenced human society and how, in turn, changes in political organization, technology, or ideologies have affected how and why we fight. War: How Conflict Shaped Us explores such much-debated and controversial questions as: When did war first start? Does human nature doom us to fight one another? Why has war been described as the most organized of all human activities? Why are warriors almost always men? Is war ever within our control? Drawing on lessons from wars throughout the past, from classical history to the present day, MacMillan reveals the many faces of war—the way it has determined our past, our future, our views of the world, and our very conception of ourselves.

This book brings together a variety of perspectives to explore the role of literature in the aftermath of political conflict, studying the ways in which writers approach violent conflict and the equally important subject of peace. Essays put insights from Peace and Conflict Studies into dialog with the unique ways in which literature attempts to understand the past, and to reimagine both the present and the future, exploring concepts like truth and reconciliation, post-traumatic memory, historical reckoning, therapeutic storytelling, transitional justice, archival memory, and questions about victimhood and reparation. Drawing on a range of literary texts and addressing a variety of post-conflict societies, this volume charts and explores the ways in which literature attempts to depict and make sense of this new philosophical terrain. As such, it aims to offer a self-conscious examination of literature, and the discipline of literary studies, considering the ability of both to interrogate and explore the legacies of political and civil conflict around the world. The book focuses on the experience of post-Apartheid South Africa, post-Troubles Northern Ireland, and post-dictatorship Latin America. The recent history of these regions, and in particular their acute experience of ethno-religious and civil conflict, make them highly productive contexts in which to begin examining the role of literature in the aftermath of social trauma. Rather than a definitive account of the subject, the collection defines a new field for literary studies, and opens it up to scholars working in other regional and national contexts. To this end, the book includes essays on post-1989 Germany, post-9/11 United States, the Israeli-Palestinian conflict, Sierra Leone, and narratives of asylum seeker/refugee communities. This volume’s comparative frame draws on well-established precedents for thinking about the cultural politics of these regions, making it a valuable resource for scholars of Comparative Literature, Peace and Conflicts Studies, Human Rights, Transitional Justice, and the Politics of Literature.

El Salvador's civil war began in 1980 and ended twelve bloody years later. It saw extreme violence on both sides, including the terrorizing and targeting of civilians by death squads, recruitment of child soldiers, and the death and disappearance of more than 75,000 people. Examining El Salvador's vibrant life-story literature written in the aftermath of this terrible conflict--including memoirs and testimonials--Erik Ching seeks to understand how the war has come to be remembered and rebattled by Salvadorans and what that means for their society today. Ching identifies four memory communities that dominate national postwar views: civilian elites, military officers, guerrilla commanders, and working class and poor testimonialists. Pushing distinct and divergent stories, these groups are today engaged in what Ching terms a "narrative battle" for control over the memory of the war. Their ongoing publications in the marketplace of ideas tend to direct Salvadorans' attempts to negotiate the war's meaning and legacy, and Ching suggests that a more open, coordinated reconciliation process is needed in this postconflict society. In the meantime, El Salvador, fractured by conflicting interpretations of its national trauma, is hindered in dealing with the immediate problems posed by the nexus of neoliberalism, gang violence, and outmigration.

This book analyses the role of history education in conflict and post-conflict societies, describing common history textbook projects in Europe, the Balkans, the Caucasus, the Far East and the Middle East. Ever since the emergence of the modern school system and the implementation of compulsory education, textbooks have been seen as privileged media. The knowledge they convey is relatively persistent and moreover highly selective: every textbook author must choose and omit, condense, structure, reduce, and generalize information. Within this context, history textbooks are often at the centre of interest. There are unquestionably significant differences regarding homogeneity or plurality of interpretations when concepts of history education are compared internationally. This volume conducts a comparative analysis of common history projects in different countries and provides conceptual frameworks and methodological tools for enhancing the roles of these projects in the processes of conflict prevention and resolution. This book is timely, as issues of history education in conflict and post-conflict societies are becoming more popular with the increased realisation that unresolved disagreements about historical narratives can, and often do, lead to renewed conflict or even violence. This book will be of interest to students of peace studies and conflict resolution, political science, history, sociology, anthropology, social psychology, and international relations in general.