Objective

The course enhances students’ understanding of the construction of peace as a social phenomenon and its changing conceptions.

Content

The course examines key global trends in peace and security studies. It also analyses the debates over the ethics and utility of non-violence and the various forms. In addition, it discusses the determinants of peace and security such as nationalism, poverty, resource, ethnic and gender–based violence and the arms trade.

Mode of Delivery

The course is delivered through lectures, seminars and class presentations.

Reading Materials

Abotchie, C. (1997). Social control in traditional Eweland of Ghana: relevance for modern crime prevention. Accra: Ghana Universities Press.

Adu-Amanfo, F. (2014). The roles of peace and security, political leadership, and entrepreneurship in the socio-economic development of emerging countries: A compendium of lessons learnt from sub-Saharan Africa. Accra: Kofi Annan International Peacekeeping Training Centre.

Agbezuge, S. (2010). Alternative dispute resolution. Accra: Combert Impressions. Awedoba, A. K. (2011). An ethnographic study of northern Ghanaian conflicts:

Towards a sustainable peace. Accra: Sub-Saharan Publishers.
Bassey, O. C. & Oshita, O. O. (2008). Governance and border security in Africa. Calabar: Malthouse.

Boateng, W. (2014). Social integration and conflict prevention: The role of discursive engagement. International Affairs and Global Strategy, 25, 59- 64.

Objective

This course enhances students’ understanding of the sociological perspectives of peace, security and violence and their interrelationships.

Content

The course covers issues of security and the complex interrelationship underpinning security, conflict and violence. It considers the different concepts and practices of peace, security and violence associated with the disciplines of strategic studies, peace studies and critical security studies as well as the concept of liberal peace. In addition, the course examines a range of security and violent issues.

Mode of Delivery

The course is delivered through lectures and seminars as well as class presentations.

Reading Materials

Annan, K. (1998). The causes of conflict and the promotion of durable peace and

development in Africa. Report of the Secretary-General. New York: UN.

Awedoba, A. K. (2011). An ethnographic study of northern Ghanaian conflicts:

Towards a sustainable peace. Accra: Sub-Saharan Publishers. Essien, E. S. (2008). Philosophy of peace and conflict beyond the United Nations. Calabar: University of Calabar Press.

Samanddar, R. (2008). Peace studies: An introduction to the concept, scope and themes. London: Sage.

Maasole, C. S. (2006). The Konkomba and their neighbours in the pre-European period up to 1914: A study in inter-ethnic relations in northern Ghana. Accra: Ghana Universities Press.

Mahama, I. (2003). Ethnic conflicts in northern Ghana. Tamale: Cyber Systems.

Objective

The course enhances students’ understanding of concepts and principles of research methodology applicable to the study of peace and security.

Content

This course concentrates on the methods of social research. The scientific method, quantitative and qualitative research methods, techniques of data collection and analysis, reliability and validity and sampling are discussed. Students learn how to manage, code, and retrieve information from field notes, online documents and electronic databases. The course also engages students in investigating social phenomena using appropriate research concepts, procedures and processes.

Mode of Delivery

The course is delivered through lectures, seminars, field activities and class presentations.

Reading Materials

Babbie, E., & Benaquisto, L. (2010). The fundamentals of social research (2nd edition). Toronto: Nelson Education.

Berg, B. L. (2009). Qualitative research methods for the social sciences (7th edition). Boston: Pearson Education.

Blaikie, N. (2010). Designing social research. (2nd edition). Cambridge and Malden: Polity Press.

Bryman, A., Teevan, J., & Bell, E. (2009). Social research methods (2nd Edition). Oxford: Oxford University Press.

Kirby, S., Greaves, L., & Reid, C. (2006). Experience research social change: Methods beyond the mainstream (2nd edition). Peterborough, Canada: Broadview Press.

Walter, M. (2010). Social research methods (2nd edition). Oxford: Oxford University Press.

Objective

The course enhances students’ understanding of the sociological perspectives on international relations, peace and security issues.

Content

This course deals with the theories of international relations. Major sociological themes including national interest, realism, ideology, ‘superpowers', war and co– operation are addressed as well as their relevance in our society. Security issues arising from terrorism, human rights and peacekeeping are also discussed. In addition, the role of both state actors and non–state actors such as peace groups, environmentalists, international organizations and transnational corporations in peacekeeping is discussed.

Mode of Delivery

The course is delivered through lectures, seminars and class presentations.

Reading Materials

Bassey, O. C. & Oshita, O. O. (2008). Governance and border security in Africa. Calabar: Malthouse.

Bluwey, G. K. (2003). Understanding international relations. Accra: Yamens Press.

Clark, A. A. (1994). International law and the use of force. New York: Routledge.

Essien, E. S. (2008). Philosophy of peace and conflict beyond the United Nations. Calabar: University of Calabar Press.

Shively W. P. (2003). Power and change: An introduction to political science. (8th edition). California: McGraw-Hill.

Slann, M. (1998). Introduction to politics, governments and nations in the post- Cold War era. Boston: McGraw-Hill.

Objective

The course helps students to understand analytical tools in social research and apply them to explain social phenomena.

Content

This course is developed to build the capacity of students on both quantitative and qualitative data analysis and the assumptions underlying them. The quantitative analysis covers areas such as measures of central tendency, dispersion and the normal curve, chi-square, correlation and regression analysis. In the qualitative analysis, emphasis is placed on areas such as thematic analysis, content analysis and photo-voice. Students are introduced to data analysis software such as Statistical Product for Service Solutions (SPSS), STATA, NVivo, Atlas.ti, N6 and Epi-Info.

Mode of Delivery

The course is interactive and involves lectures, tutorials, students’ presentations and audio-visuals.

Reading Materials

Andrew, G. & Nolan, D. (2017). Teaching statistics: A bag of trials. UK: Oxford University Press.

Douglas, A. W. & Grant, S. (2017). Intuitive introductory statistics. Cham Switzerland: Springer International Publishing.

Freeman, D. & Roger, P. (2007). Statistics. New York USA: W. W. Norton and Company Inc.

Reinhart, A. (2015). Statistics done wrong: The woefully complete guide. San Francisco: No Starch Press Inc.

Schwartz, B. M., Wilson J. H., & Goff, D. M. (2015). An easy guide to research design and SPSS. Los Angeles: Sage.

Objective

This course enhances students’ understanding of the sociological dimensions of transitional justice.

Content

This course focuses on the established judicial and non-judicial strategies for redressing large-scale human rights abuses. It analyses the various approaches to achieving justice in times of transition from conflict and state repression. The issues that are discussed include criminal prosecutions, truth and reconciliation commissions, restitution, reparations, institutional reforms and memorialization. C.

Mode of Delivery

The course is delivered through lectures, audio-visuals, seminars and class presentations.

Reading Materials

Bluwey, G. K. (2003). Understanding international relations. Accra: Yamens Press.

Boateng, W. (2014). Social integration and conflict prevention: The role of discursive engagement. International Affairs and Global Strategy, 25, 59- 64.

Clark, A. A. (1994). International law and the use of force. New York: Routledge.

Darkwa, L., Attuquayfio, P., & Yakohene, A. (2012). Peacemaking in Ghana, lessons learnt, options for the future. Accra: Image Communications.

Essien, E. S. (2008). Philosophy of peace and conflict beyond the United Nations. Calabar: University of Calabar Press.

Forsythe, D. P. (1991). The internationalization of human rights. Lexington: Lexington Books.

Objective

This course enhances students’ understanding of international politics from peace and security perspectives.

Content

This course interrogates the ways in which actors in the international system influence, and are influenced by a globalised political order. Specific issues covered include state security and the impact that non–state actors and globalizing forces have on state security and the global order. In addition, the course discusses such contested concepts as ‘the clash of civilization’, ‘global governance’ and ‘global civil society’.

Mode of Delivery

The course is delivered through lectures, seminars and class presentations.

Reading Materials

Bassey, O. C. & Oshita, O. O. (2008). Governance and border security in Africa. Calabar: Malthouse.

Bluwey, G. K. (2003). Understanding international relations. Accra: Yamens Press.

Clark, A. A. (1994). International law and the use of force. New York: Routledge.

Essien, E. S. (2008). Philosophy of peace and conflict beyond the United Nations. Calabar: University of Calabar Press.

Forsythe, D. P. (1991). The internationalization of human rights. Lexington, MA: Lexington Books.

Samanddar, R. (2008). Peace studies: An introduction to the concept, scope and themes. London: Sage Publications.

Objective

The course enhances students’ understanding of gender issues in security and peace, and how they influence development.

Content

This course uses gender perspectives to examine and analyse violent conflicts. It 8also examines how, in practice, the construction of masculine and feminine identities and behaviours underpin social structures in contexts of violence, peace, security and development.

Mode of Delivery

The course is delivered through lectures, seminars and class presentations.

Reading Materials

Agyeman, D. K. (1996). Continuity and change in Africa, the paradox of development. Accra: Ghana Universities Press.

Akers, R. (1997). Criminological theories: Introduction and education. Los Angeles: Roxbury Publishing.

Awedoba, A. K. (2011). An ethnographic study of northern Ghanaian conflicts: Towards a sustainable peace. Accra: Sub-Saharan Publishers.

Bassey, O. C. & Oshita, O. O. (2008). Governance and border security in Africa. Calabar: Malthouse.

Boateng, W. (2014). Social integration and conflict prevention: The role of discursive engagement. International Affairs and Global Strategy, 25, 59-64.

Samanddar, R. (2008). Peace studies: An introduction to the concept, scope and themes. London: Sage Publications.

Objective

The course enhances students’ understanding of peacekeeping, peacebuilding and conflict transformation.

Content

This course explores the challenges that societies face in the aftermath of violent conflicts, such as state-building, promoting economic development and the reintegration of ex-combatants and the displaced into society. It critically assesses the current international liberal peace building agenda and the role of NGOs and the humanitarian community in post-conflict reconstruction. The course also considers conflict transformation which is always a non-violent process fundamentally opposed to violent expressions of conflict.

Mode of Delivery

The course is delivered through lectures, seminars and class presentations.

Reading Materials

Agbezuge, S. (2010). Alternative dispute resolution. Accra: Combert Impressions. Awedoba, A. K. (2011). An ethnographic study of northern Ghanaian conflicts:

Towards a sustainable peace. Accra: Sub-Saharan Publishers. Boateng, W. (2014). Social integration and conflict prevention: The role of discursive engagement. International Affairs and Global Strategy, 25, 59-64.

Darkwa, L., Attuquayfio, P., & Yakohene, A. (2012). Peacemaking in Ghana, lessons learnt, options for the future. Accra: Image Communications.

Erskine, E. A. (2000). Peace keeping techniques for Africa conflict management. Accra: Afram Publications.

Tonah, S. (2007). Ethnicity, conflicts and consensus in Ghana. Accra: Woeli Publishing.

Objective

The course enhances students’ understanding of social exclusion, crime regulation and security.

Content

This course explores research and theory on the conception, construction and production of crime and other exclusionary processes. It also discusses the regulatory agencies of criminal laws and social policy including the courts, police and corrections. Modes of regulation and their application are also examined. Special emphasis is placed on how efficient these systems operate in Ghana and the global setting.

Mode of Delivery

The course is delivered through lectures, seminars and class presentations.

Reading Materials

Akers, R. (1997). Criminological theories: Introduction and education. Los Angeles: Roxbury Publishing.

Boateng, W. (2014). Social integration and conflict prevention: The role of discursive engagement. International Affairs and Global Strategy, 25, 59- 64.

Clinard, M. B. & Meier, R. F. (2008). Sociology of deviant behaviour (13th edition). Madison: Cengage Learning.

Essien, E. S. (2008). Philosophy of peace and conflict beyond the United Nations. Calabar: University of Calabar Press.

Hopeson, E. K. (2012). Understanding human behaviour in conflict resolution. Accra: Askia Publications.

Krohn, M. D., Lizotte, A. J., & Hall, G. P. (2009). Handbook on crime and deviance. New York: Springer.

Objective

The course enhances students’ understanding of interest groups and their organisation of conflict from a sociological perspective.

Content

This course focuses on the application of sociological theories to the study of the dynamics of collective conflict. It includes the study of military institutions and conflict between collectivities such as countries, ethnic groups, political movements, and religious groups. In addition, the course examines the roles of security agencies in deepening or managing conflict.

Mode of Delivery

The course is delivered through lectures, seminars and class presentations.

Reading Materials

Agyeman, D. K. (1996). Continuity and change in Africa: The paradox of development. Accra: Ghana Universities Press.

Akers, R. (1997). Criminological theories: Introduction and education. Los Angeles: Roxbury Publishing.

Boateng, W. (2014). Social integration and conflict prevention: The role of discursive engagement. International Affairs and Global Strategy, 25, 59-64.

Dick, S. (2000). Liberians in Ghana: Living without humanitarian assistance: United Nations High Commission for Refugees. Working Paper No. 57 Geneva Online: www.unhcr.ch/cgibin/texis/vtz/home.

Mahama, I. (2003). Ethnic conflicts in northern Ghana. Tamale: Cyber Systems. Tonah, S. (2007). Ethnicity, conflicts and consensus in Ghana. Accra: Woeli Publishing.

Objective

The course enhances students’ understanding of the approaches to conflict transformation and peacebuilding.

Content

This course interrogates the theoretical perspectives in peace and conflict studies. Case study examples for this course include conflict, conflict resolution and peace management issues from different parts of the world, particularly Africa, the Middle East and the Americas. The course also explores the challenges that societies face in the aftermath of violent conflict such as state-building, promoting economic development and the reintegration of ex-combatants and the displaced into society.

Mode of Delivery

The course is delivered through lectures, seminars and class presentations.

Reading Materials

Agbezuge, S. (2010). Alternative dispute resolution. Accra: Combert Impressions.

Annan, K. (1998). The causes of conflict and the promotion of durable peace and development in Africa. Report of the Secretary-General, UN, April. 1998.

Awedoba, A. K. (2011). An ethnographic study of northern Ghanaian conflicts:

Towards a sustainable peace. Accra: Sub-Saharan Publishers. Boateng, W. (2014). Social integration and conflict prevention: The role of discursive engagement. International Affairs and Global Strategy, 25, 59-64.

Darkwa, L., Attuquayfio, P., & Yakohene, A. (2012). Peacemaking in Ghana, lessons learnt, options for the future. Accra: Image Communications.

Kendie, S. K., Osei-Kufuor, P., & Boakye, K. A. (Eds.). (2014). Spatial analysis of violent conflicts in Ghana: 2007-2013. Cape Coast: University of Cape Coast.

Objective

The course enhances students’ understanding of social issues arising from post-conflict reconstruction.

Content

This course focuses on sociological approaches to the components and challenges of post–conflict reconstruction. The course critically analyses the relevance of sports, infrastructural development and inter-ethnic marriages in post-war reconstruction. Case studies are used to highlight lessons from previous and ongoing reconstruction efforts around the globe.

Mode of Delivery

The course is delivered through lectures, seminars and class presentations.

Reading Materials

Awedoba, A. K. (2011). An ethnographic study of northern Ghanaian conflicts: Towards a sustainable peace. Accra: Sub-Saharan Publishers.

Boateng, W. (2014). Social integration and conflict prevention: The role of discursive engagement. International Affairs and Global Strategy, 25, 59-64.

Darkwa, L., Attuquayfio, P., & Yakohene, A. (2012). Peacemaking in Ghana, lessons learnt, options for the future. Accra: Image Communications.

Dokun-Oyeshola, O. P. (2005). Conflict and context of conflict resolution. Ile- Ife: Obafemi Awolowo University Press.

Erskine, E. A. (2000). Peace keeping techniques for Africa conflict management. Accra: Afram Publications.

Hopeson, E. K. (2012). Understanding human behaviour in conflict resolution. Accra: Askia Publications.

Objective

This course enhances students’ understanding of contemporary social and political human rights issues.

Content

The course opens with an overview of the philosophy of human rights, followed by a discussion of the history of human rights, the international law on human rights, and the role of human rights in foreign policy, human rights and cultural relativism, especially regarding Islam; group rights, and controversies over women and children's rights and gay and lesbian rights. The last part of the course discusses economic rights, including human rights and development, human rights and globalization and the social movement for economic human rights.

Mode of Delivery

The course is delivered through lectures, seminars and class presentations.

Reading Materials

Chowdhury, A. R., & Bhuiyan, J. H. (2010) (Eds.). An Introduction to international human rights law. Leiden/Boston: Brill.

Donnelly, J. (2007). Theories of Human Rights. International Human Rights. Pp. 21 – 35. CO: Westview.

Donnelly, J. (2013). Universal human rights in theory and practice. Ithaca and London: Cornell University Press.

Mensah, C. C. (2001). Essentials of Human Rights Education: A Vision for Peaceful Co-existence. Accra: Chrismek Rights Foundation.

Nowak, M. (2003). Introduction to the International Human Rights Regime. Leiden/Boston: Martinus Nijhoff Publishers.

Perry, M. J. (2007). Towards a Theory of Human Rights. Cambridge: Cambridge University Press.

Objective

The course enhances students’ understanding of human security development nexus using sociological approaches.

Content

The course explores the wide variety of threats to vulnerable persons worldwide, including poverty. It further examines the response of governments to the problems of violent conflict, environmental degradation, human rights abuses, disease and natural disasters. Case studies to evaluate various policy responses that threaten human security worldwide are used to illustrate how the development process can be affected by policies. In addition, ethical questions regarding intervention and the ways the associated methods can help or harm populations are examined.

Mode of Delivery

The course is delivered through lectures, seminars and class presentations.

Reading Materials

Boateng, W. (2014). Social integration and conflict prevention: The role of discursive engagement. International Affairs and Global Strategy, 25, 59-64.

Brown, C. K. (1999). Caring for the elderly: Perspectives from Ghana and Japan. Cape Coast: Catholic Mission Press.

Dorrington, R. B. D., Bradshaw, D., Laubscher, R., & Timaus, I. (2001). The impact of HIV/AIDS on adult mortality in Social Africa. Cape Town: South African Medical Research Council.

Gyekye, K. (1999). Beyond cultures: Perceiving common humanity. Accra: Ghana Academy of Arts and Sciences.

Humana, C. (1992). World human rights guide. New York: Oxford University Press.

Kwadzo, G. T .M. (1993). Assessment of prospects for food self-sufficiency by Togolese refugees in the Volta Region. Legon: WFP/UNNCR Missions in Ghana.

Objective

The course enhances students’ understanding of deviance, crime and social problems using sociological perspectives.

Content

The course presents an overview of the major sociological perspectives on deviance, crime and social problems as well as research informed by these perspectives. In addition, the course examines in detail environmental and governmental crimes and their effect on human security at the national and international levels. The course builds on analyses of the factors causing these global social problems and examines in detail the development and effectiveness of international efforts and agreements to tackle them.

Mode of Delivery

The course is delivered through lectures, seminars and class presentations.

Reading Materials

Adu-Amanfo, F. (2014). The roles of peace and security, political leadership, and entrepreneurship in the socio-economic development of emerging countries: A compendium of lessons learnt from sub-Saharan Africa. Accra: Kofi Annan International Peacekeeping Training Centre.

Akers, R. (1997). Criminological theories: Introduction and education. Los Angeles: Roxbury Publishing.

Annan, K. (1998). The causes of conflict and the promotion of durable peace and development in Africa. Geneva: Report of the Secretary-General, UN, April. 1998.

Clinard, M. B. & Meier, R. F. (2008). Sociology of deviant behaviour (13th edition). Madison: Cengage Learning.

Cox, S. M. & Wade, J. (1998). The criminal justice network. New York: McGraw-Hill.

Objective

The course enhances students’ understanding of the underlying political forces shaping issues of security and development on the African continent.

Content

The course examines Africa’s political history and its implications for contemporary events on the continent. It also evaluates the history of the African continent in terms of the effects of colonial and post–colonial policies on security and development.

Mode of Delivery

The course is delivered through lectures, seminars and class presentations.

Reading Materials

Adu-Amanfo, F. (2014). The roles of peace and security, political leadership, and entrepreneurship in the socio-economic development of emerging countries: A compendium of lessons learnt from sub-Saharan Africa. Accra: Kofi Annan International Peacekeeping Training Centre.

Agyeman, D. K. (1996). Continuity and change in Africa, the paradox of development. Accra: Ghana Universities Press.

Awedoba, A. K. (2011). An ethnographic study of northern Ghanaian conflicts: Towards a sustainable peace. Accra: Sub-Saharan Publishers.

Boateng, W. (2014). Social integration and conflict prevention: The role of discursive engagement. International Affairs and Global Strategy, 25, 59-64.

Darkwa, L., Attuquayfio, P., & Yakohene, A. (2012). Peacemaking in Ghana, lessons learnt, options for the future. Accra: Image Communications. Tonah, S. (2007). Ethnicity, conflicts and consensus in Ghana. Accra: Woeli Publishing.

Objective

The course enhances students’ understanding of politics of the environment, sustainable development and security.

Content

This course focuses on transnational and global environmental issues. Case studies on climate change, ozone depletion, threats to biodiversity, access to fresh water, ocean governance and the politics of international support for sustainable development are discussed.

Mode of Delivery

The course is delivered through lectures, seminars and class presentations.

Reading Materials

Hoogvelt, A. (1997). Globalization and the postcolonial world: The new political economy of development. London: Macmillan Press.

Jasanoff, S. & Martello, M. (Eds.). (2004). Earthly politics: Local and global in environmental governance. Cambridge: MIT Press.

Lester, J. (Ed.). (1995). Environmental politics and policy: Theories and evidence (2nd edition). Durham: Duke University Press.

Levy, D. and Newell, P. (Ed.). (2005).The business of global environmental governance. Cambridge: MIT Press.

Sheldon, K. (Ed.). (1993) Environmental politics in the international arena: Movements, parties, organizations, and policy. Albany: SUNY Press.

Singh, P. A. & Ort, M. (2020). Law and Policy Dimensions of Ocean Governance. In S. Jungblut, V. Liebich, & M. Bode-Dalby (Eds.). YOUMARES 9 - The oceans: Our research, our future. Cham: Springer.

Objective

The course enhances students’ understanding of the linkages between social movements and national security.

Content

This course interrogates the theories and concepts of social, political, and religious movements and their implications for national security. It also examines the roles of social movements in society.

Mode of Delivery

The course is delivered through lectures, seminars and class presentations.

Reading Materials

Adu-Amanfo, F. (2014). The roles of peace and security, political leadership, and entrepreneurship in the socio-economic development of emerging countries: A compendium of lessons learnt from sub-Saharan Africa. Accra: Kofi Annan International Peacekeeping Training Centre.

Barbara, S. (2008). Revolution and revolutionaries: Four theories. New York: Elsevier.

Hopeson, E. K. (2012). Understanding human behaviour in conflict resolution. Accra: Askia Publications.

Humana, C. (1992). World human rights guide. New York: Oxford University Press.

Jonathan, R. A. (1986). Superpowers and revolutions. New York: Praeger

Schutz, B. M. & Slater, R. O. (2004). Revolution and political change in the third world. Colorado: Lynne Reiner Publishers.

Objective

This course enhances the knowledge of students about non-traditional security threats confronting the global community and the modus operandi of these criminal networks.

Content

This course analyses current transnational security threats, including weapons of mass destruction, terrorism, organized crime, cybercrime, natural disasters, human-made disasters, infectious diseases, food insecurity, water insecurity, and energy insecurity. It considers the applicable international laws and examines how key international organizations are dealing with these issues. The course uses a combination of theory and real-world examples to illustrate the transnational nature of security risks.

Mode of Delivery

The course is delivered through lectures, seminars, film shows, and field trips.

Reading Materials

Adeyemi, A. E. (2015). Terrorism and transnational security threats in West Africa: A global perspective. Bloomington: Xlibris Corporation.

Caballero-Anthony, M. (2016). An introduction to non-traditional security studies. London: Sage.

Maras, M-H. (2014). Transnational security. Washington: CRC Press.

Marc, A., Verjee, N., & Mogaka, S. (2015). The challenge of stability and security in West Africa. Washington: World Bank.

Marmo, M. & Chazal, N. (2016). Transnational crimes and criminal justice. New York: Sage.

Ogbonnaya, U. M. (2016). Terrorism, agenda 2063 and the challenges of development in Africa. South African Journal of International Affairs 23(2), 185-199.

Objective

The course helps students to examine characteristics and levels of communal conflicts and devise approaches to their resolution and management.

Content

This course examines communal conflicts in Africa with a particular focus on Ghana. The underlying causes/sources of communal conflicts, the actors and institutions involved in managing and resolving them are also discussed. In addition, the various theories that help in explaining communal conflicts are discussed. The course further examines the roles that local actors and the youth play in communal conflicts and their management. Finally, students are exposed to specific cases of communal conflicts in Ghana while designing novel peacebuilding and conflict management mechanisms to resolve them.

Mode of delivery

The course is delivered through lectures, audiovisuals, individual and group presentations.

Reading Materials

Elfversson, E. (2015). Providing security or protecting interests? Government interventions in violent communal conflicts in Africa. Journal of Peace Research, 52(6), 791-805.

Kusimi, J., Fobil, J., Atuguba, R., Erawoc, I., & Oduro, F. (2006). Conflicts in northern Ghana: A mirror of answers to sub-regional stability and security questions. Asteriskos, 1(2), 209–228.

Nolte, I. (2002). Federalism and communal conflict in Nigeria. Regional and Federal Studies, 12(1), 171–192.

Tajima, Y. (20). An institutional theory of intercommunal order and violence. In Y. Tajima, (Ed.). The institutional origins of communal violence Indonesia’s transition from authoritarian rule, pp. 15-30. Cambridge: Cambridge University Press.

Uexkull, N., & Pettersson, T. (2018). Issues and actors in African non-state conflicts: A new data set. International Interactions, 44, 953-968.