Cowries in the archaeology of West Africa: the present picture

Despite the perceived importance of cowrie shells as indicators of long-distance connections in the West African past, their distribution and consumption patterns in archaeological contexts remain surprisingly underexplored, a gap that is only partly explicable by the sparse distribution of archaeological sites within the sub-continent. General writings on the timeline of importation of cowries into West Africa often fail to take into account the latest archaeological evidence and rely instead on accounts drawn from historical or ethnographic documents. This paper is based on a first-hand assessment of over 4500 shells from 78 sites across West Africa, examining chronology, shell species and processes of modification to assess what distribution patterns can tell us about the history of importation and usage of cowries. These first-hand analyses are paralleled by a consideration of published materials. We re-examine the default assumption that two distinct routes of entry existed — one overland from North Africa before the fifteenth century, another coming into use from the time sea links were established with the East African coast and becoming predominant by the middle of the nineteenth century. We focus on the eastern part of West Africa, where the importance of imported cowries to local communities in relatively recent periods is well known and from where we have a good archaeological sample. The conclusion is that on suitably large assemblages shell size can be an indication of provenance and that, while the present archaeological picture seems largely to confirm historical sources, much of this may be due to the discrepancy in archaeological data available from the Sahara/Sahel zone compared to the more forested regions of the sub-continent. Future archaeological work will clarify this matter

Schooling for conflict transformation : a case study from Northern Uganda

Civil wars impede progress towards the Millennium Development Goals. As many conflicts erupt within a short time, it is important to know what may increase the chances of sustainable peace. Access to education is a factor but relatively little is known about the contribution of what students learn in school. This thesis aims to respond to a research gap by addressing the foll owing question: 'How can schooling contribute to conflict transformation?' Significant curricular approaches that may be used after civil war - peace education, human rights education and citizenship education - are assessed for their strengths and weaknesses. As no single approach is found to be sufficient for conflict transformation, a framework is proposed based on three fundamental concepts: (i) truth seeking; (ii) reconciliation; and (iii) inclusive citizenship. This framework is examined through a qualitative case study of curriculum in seven schools in a district in northern Uganda that is emerging from a twenty-year civil war. The curriculum of four primary schools, two secondary schools, one special school and one teacher training college was studied over a three-month period. A structure of knowledge, skills and values was used to research the framework at a detailed level. It is found that schools exhibit good socialization of reconciliation values and some development of problem-solving and communication skills. There is some understanding of human rights, but little knowledge of history, or of local, national and international political/legal systems. There is minimal development of discussion and critical thinking skills. It is argued that the framework can be used to investigate other schools and to inform the design of a curriculum that can contribute to conflict transformation, with the ultimate aim of reducing the risk of civil war re-eruption

Inscribing the Victor’s Land: Nationalistic Authorship in Sri Lanka’s Post-war Northeast

This article examines the nationalistic authorship of space in Sri Lanka’s post-conflict Northeast as part of the state’s nation-building strategy and as a continuation of a post-colonial process of Sinhala-Buddhist nationalistic revival. Exploring issues of historiography, conflict resolution, physical vehicles of ideology and collective memory, the article demonstrates how land policies, development and the tourism industry in a post-conflict context can go hand-in-hand with dispossession, militarisation and the humiliation of a ‘defeated’ minority community

A post-liberal peace

This book will be of interest to students of peacebuilding, peacekeeping, peace and conflict studies, international organisations and IR/Security Studies

“Playing the game”, identity and perception-of-the-other in water cooperation in the Jordan River Basin

The concept of Integrated Water Resources Management (IWRM) has enjoyed immense popularity and thus has been the preferred approach for river basin management. IWRM generally has a strong focus on rational choice, based on a technocratic conceptual interpretation of the conventional hydrological cycle. However, uncritical acceptance of IWRM runs the risk of blinding policy makers and academics for the defining impact of context, socio-cultural, political, historical and cognitive dimensions in water cooperation. Human behaviour in water cooperation was tested and observed during eight experiments with the Jordan River Basin Boardgame Exercise (JRBBE) played with respondent groups from inside and outside the Jordan River Basin. The experiments consisted of one control group outside the basin and seven respondent groups both outside and inside the basin. This article argues that the role of identities, beliefs and perception-of-the-other, should be taken more into account in order to develop successful and socio-political sustainable river basin management