Conflict Transformation and Social Change in Uganda

Buckley-Zistel, Susanne

doi:10.1057/9780230584037

Cited by 50 publications

(32 citation statements)

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“…101-104). At a minimum, such works along with the interview evidence indicates the plausibility that beliefs among the Iteso about the government's role in the cattle raiding emerged out of the initial months of insurgency and served the interests of the incipient UPA rebel group (Buckley-Zistel, 2008;Jones, 2008). The UPA went on to present a fierce challenge to the Ugandan government.…”

Section: Rebel Group Formation and Ethnicity In Ugandamentioning

confidence: 99%

How Does Ethnic Rebellion Start?

Lewis

2016

Comparative Political Studies

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Because insurgent group formation typically occurs in secrecy and in poorly monitored areas, the empirical record on conflicts' start is spare and systematically omits rebels who fail before committing substantial violence. This article argues that this presents a fundamental challenge for the study of conflict onset and demonstrates the theoretical and empirical problems it causes in studying a controversial relationship: how ethnicity influences armed conflicts' start. Unusual evidence on all armed groups that formed in Uganda since 1986 indicates that ethnic mobilization was unimportant to the initial formation of rebel groups-but mattered after nascent groups had already formed. Contrasting evidence from Uganda with a prominent argument that ethnic marginalization induces rebellion shows why lack of evidence about how insurgencies begin can lead to broader inferential pitfalls.

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Section: Rebel Group Formation and Ethnicity In Ugandamentioning

confidence: 99%

How Does Ethnic Rebellion Start?

Lewis

2016

Comparative Political Studies

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“…As in many other parts of Africa, the history of northern Uganda and of the Acholi, who besides the Lugbara are the biggest ethnic grouping in this region, is marked by the longterm consequences of pre-colonial slave hunting and colonial labour arrangements which made northern Uganda (and other parts of the country) a periphery and reservoir for the recruitment of migrant labourers and soldiers for the politico-economic core area around the kingdom of Buganda (Behrend 1999, 16-21;Buckley-Zistel 2008;Leopold 2005). Under the increasingly autocratic first post-colonial government headed by Milton Obote (Rice 2009;Mutibwa 1992, 22-77), during whose term of office ethnic patterns of group identification and the corresponding forms of social or socio-political (group) differentiation became increasingly politicized or radicalized, the Acholi as a distinct grouping of the population, and Acholi members of the army, administration and ruling party developed into the probably most important pillars of his power (Branch 2010(Branch , 2011.…”

Section: On the History Of Northern Ugandamentioning

confidence: 99%

“…The remarkable point is that the initiative for this very generous amnesty law came mainly from the civil society in Acholiland and the Ugandan parliament, and it was chiefly intended to make way for a peaceful resolution of the conflict with the LRA. The law was linked indirectly to more restricted amnesties which Museveni's government had granted on various earlier occasions (Buckley-Zistel 2008;Rice 2009, 234). However, according to the predominant legal discourse, the five LRA leaders for whom the International Criminal Court (ICC) issued an arrest warrant in 2005 are excluded from protection under the amnesty law.…”

Section: On the History Of Northern Ugandamentioning

confidence: 99%

Rebels in Northern Uganda after their return to civilian life: between a strong we-image and experiences of isolation and discrimination

Bogner

Rosenthal

2017

Canadian Journal of African Studies / Revue canadienne des étud

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This article is based on biographical interviews and field research carried out in two adjacent regions of northern Uganda on local peace and post-war processes. It focuses on the situation of former rebel fighters following their return to civilian life. In the case of Acholiland, these are primarily former "child soldiers" of the so-called Lord's Resistance Army who were recruited by violent abduction; in West Nile they are primarily men who more or less voluntarily joined local rebel groups as adults. The following questions were investigated: How do rebels who have returned from the "bush" speak about their past and their present? What discourses do they confront within the groupings, or we-groups, to which they are regarded as belonging and whose collective knowledge they refer to? What is the nature of their present situation and how can it be socio-and psychogenetically explained and interpreted? RÉSUMÉCet article s'appuie sur des entretiens biographiques et sur un travail de terrain conduits dans deux régions voisines du nord de l'Ouganda, sur les processus de paix locaux et d'après-guerre. Il se concentre sur la situation des anciens rebelles après leur retour à la vie civile. Dans l'Acholiland, il s'agit d'anciens enfants soldats de la prétendue Armée de Résistance du Seigneur (LRA) qui avaient été recrutés par des enlèvements violents ; dans la province du Nil Occidental, il s'agit principalement d'hommes qui, plus ou moins volontairement, avaient rejoint des groupes rebelles, alors qu'ils étaient déjà des adultes. Les questions suivantes ont été explorées : Comment les rebelles qui sont revenus de « la brousse » parlent-ils de leur passé et de leur présent ? À quel discours sont-ils confrontés dans les regroupements ou les groupes d'intérêt auxquels on considère qu'ils appartiennent, et à quelles connaissances collectives se réfèrent-ils ? Quelle est la nature this is an open access article distributed under the terms of the Creative Commons attribution-nonCommercial-noderivatives license (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

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“…Whereas certain scholars have declared the importance of official narratives for their contribution to cohesive and peaceful societies (e.g. de Marrais & LeCompte, 1994;Durkheim, 1956), others have argued that, although official narratives can contribute to peaceful national societies, they also contribute to violent international societies (Buckley-Zistel, 2008) by means of creating a "we" which, rather than being affirmative, is built upon a reactive approach to the "non-we" or "others" (e.g. Anderson, 1983;BuckleyZistel, 2008;Moreno & Arriba, 1996).…”

Section: Review: Historical Narratives History Education and Educa-mentioning

confidence: 99%

How do Catalan Students Narrate the History of Catalonia When They Finish Primary Education?

Sant

Monfort

Fernández

et al. 2016

mje

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ABSTRACT. In this article we analyze how a group of Catalan students (aged 11-13, N = 245) narrate the history of Catalonia and we compare their narratives with the official Catalan narrative. From an interpretative approach, we collect data by requiring the students to write down what they remember about the history of Catalonia. The research is conducted by means of narrative analysis and normative content analysis. Our results suggest that most students' narratives are similar to the official narrative in terms of the main characters and events selected and follow the patriotic national narrative by highlighting the relevance of Catalan national symbols. We discuss the implications of this patriotic national narrative in Catalonia and elsewhere, and we propose replacing patriotic national narratives with humanistic world history narratives. DE QUELLE MANIÈRE LES ÉTUDIANTS CATALANS RACONTENT-ILS L'HISTOIRE DE LA

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Conflict Transformation and Social Change in Uganda

Cited by 50 publications

References 0 publications

How Does Ethnic Rebellion Start?

How Does Ethnic Rebellion Start?

Rebels in Northern Uganda after their return to civilian life: between a strong we-image and experiences of isolation and discrimination

How do Catalan Students Narrate the History of Catalonia When They Finish Primary Education?

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