Drawing on over 150 interviews with former IRA, INLA, UVF and UFF prisoners, this is a major analysis of why Northern Ireland has seen a transition from war to peace. Most accounts of the peace process are 'top-down', relying upon the views of political elites. This book is 'bottom-up', analysing the voices of those who actually 'fought the war'. What made them fight, why did they stop and what are the lessons for other conflict zones? Using unrivalled access to members of the armed groups, the book, available for the first time in paperback, offers a critical appraisal of one-dimensional accounts of the onset of peace, grounded in 'mutually hurting stalemate' and 'ripeness', which downgrade the political and economic aspects of conflict. Military stalemate had been evident since the early 1970s and offers little in explaining the timing of the peace process. Moreover, republicans and loyalists based their ceasefires upon very different perceptions of transformation or victory. Based on a Leverhulme Trust project and written by an expert team, Abandoning Conflict offers a new analysis, based on subtle interplays of military, political, economic and personal changes and experiences. -- .

Higher education institutions have increasingly been identified as potentially radicalising locations. The 2015 Counter-Terrorism and Security Act consolidated this belief in the form of a legal duty of "due regard to prevent people from being drawn into terrorism". This duty made engagement with counter-radicalisation mandatory for universities and has required the development of systems that monitor potential avenues for the propagation of the extremist and radicalising ideas that are deemed to be the cause of contemporary political violence.This book explains why radicalisation has become such an important and controversial issue in contemporary higher education. The authors chart the ascent of radicalisation as a central explanation for the causes of modern terrorism and document the development of counter-radicalisation in the UK using higher education institutions as a unique case study. Drawing on a comprehensive assessment of university policy documents and original focus group research with university lecturers and undergraduate students, this book demonstrates the risks involved in taking the 'safeguarding route' to counter-radicalisation and provides recommendations for how universities can better navigate these policy challenges in the UK and elsewhere. McGlynn and McDaid provide a critical assessment of these counter-radicalisation policies upon higher education institutions in the UK making this an invaluable text for students, researchers and policy makers in the field of terrorism studies.

We know higher education is more than effective teaching and learning. This series examine the issues impacting HE providers, students, reputations and longevity of institutions across the world. Great Debates are just that - discussions designed to assess and evaluate the state of higher education systems, policies as well as social and economic impacts looking at inclusivity, accessibility, safety and leadership. These topics resonate with students, researchers and HE administrators alike. Titles included in this set: Teaching Excellence in Higher Education:Challenges, Changes and the Teaching Excellence Framework; British Universities in the Brexit Moment:Political, Economic and Cultural Implications; Higher Education Funding and Access in International Perspective; Sexual Violence on Campus:Power-Conscious Approaches to Awareness, Prevention, and Response; Evaluating Scholarship and Research Impact:History, Practices, and Policy Development; Access to Success and Social Mobility through Higher Education:A Curate's Egg?; The Marketisation of English Higher Education:A Policy Analysis of a Risk-Based System; Refugees in Higher Education:Debate, Discourse and Practice; Radicalisation and Counter-Radicalisation in Higher Education; Perspectives on Access to Higher Education:Practice and Research; Cultural Journeys in Higher Education:Student Voices and Narratives; Degendering Leadership in Higher Education;

Drawing on over 150 interviews with former IRA, INLA, UVF and UFF prisoners, this is a major analysis of why Northern Ireland has seen a transition from war to peace. Most accounts of the peace process are "top-down," relying upon the views of political elites. This book is "bottom-up," analyzing the voices of those who actually "fought the war." What made them fight, why did they stop and what are the lessons for other conflict zones? Using unrivalled access to members of the armed groups, the book offering a critical appraisal of one-dimensional accounts of the onset of peace, grounded in "mutually hurting stalemate" and "ripeness," which downgrade the political and economic aspects of conflict. Military stalemate had been evident since the early 1970s and offers little in explaining the timing of the peace process. Moreover, republicans and loyalists based their ceasefires upon very different perceptions of transformation or victory. Based on a Leverhulme Trust project and written by an expert team, "Abandoning Histroical Conflict?" offers a new analysis, based on subtle interplays of military, political, economic and personal changes and experiences. Combined, these allowed combatants to move from violence to peace whilst retaining core ideological beliefs and maintaining long-term constitutional visions. Former prisoners now act as ambassadors for peace in Northern Ireland. Knowledge of why and how combatants switched to peaceful methodologies amid widespread skepticism over prospects for peace is essential to our understanding of the management of global peace processes. "Abandoning Histroical Conflict? "is essential reading for policy-makers, academics, students and anyone with an interest in how war can become peace.