This book explores the gendered history of the Troubles, the rise of the Northern Ireland Women's Coalition, and the role of community development as a new field in Northern Ireland. Nearly twenty years after the Belfast or Good Friday Agreement that ended the Troubles in Northern Ireland, tensions persist and society is still deeply divided. The book addresses the ways in which women navigate these tensions and contribute to peacebuilding through community development, described dismissively by many in Northern Ireland as the work of "wee women." Women navigate this gendered space to build peace strategically through "Wee Women's Work." The author focuses in particular on the Women's Sector and draws on feminist theory to examine the distinction between formal and informal politics.

This comprehensive volume on teaching peace and war demonstrates that our choice of pedagogy, or the way we structure a curriculum, must be attentive to context. Pedagogical strategies that work with one class may not work in another, whether over time or across space and different types of institutions, regardless of the field of study. This book offers insight on how to address these issues. The chapters contain valuable information on specific lessons learned and creative pedagogies developed, as well as exercises and tools that facilitate delivery in specific classrooms. The authors address a wide range of challenges related to broader questions on what teachers are trying to achieve when teaching about peace and war, including reflections on the teacher's role as a facilitator of knowledge creation. This collection offers a valuable reference for scholars and instructors on structuring peace and war curricula in different global contexts and pedagogical strategies for a variety of classrooms. The chapters in this book were originally published in the journal Peace Review.

This book explores the gendered history of the Troubles, the rise of the Northern Ireland Women's Coalition, and the role of community development as a new field in Northern Ireland. Nearly twenty years after the Belfast or Good Friday Agreement that ended the Troubles in Northern Ireland, tensions persist and society is still deeply divided. The book addresses the ways in which women navigate these tensions and contribute to peacebuilding through community development, described dismissively by many in Northern Ireland as the work of "wee women." Women navigate this gendered space to build peace strategically through "Wee Women's Work." The author focuses in particular on the Women's Sector and draws on feminist theory to examine the distinction between formal and informal politics.

This comprehensive volume on teaching peace and war demonstrates that our choice of pedagogy, or the way we structure a curriculum, must be attentive to context. Pedagogical strategies that work with one class may not work in another, whether over time or across space and different types of institutions, regardless of the field of study. This book offers insight on how to address these issues. The chapters contain valuable information on specific lessons learned and creative pedagogies developed, as well as exercises and tools that facilitate delivery in specific classrooms. The authors address a wide range of challenges related to broader questions on what teachers are trying to achieve when teaching about peace and war, including reflections on the teacher's role as a facilitator of knowledge creation. This collection offers a valuable reference for scholars and instructors on structuring peace and war curricula in different global contexts and pedagogical strategies for a variety of classrooms. The chapters in this book were originally published in the journal Peace Review.