Explores the emerging subdiscipline of Peace Communication (PeaceComm), beginning with a discussion about the history of the practice, and the author’s ongoing quest to introduce a subdiscipline, dedicated to assessing and evaluating the critical efficacy of the practice. A methodological template for comparative global assessment and evaluation is offered, stressing the need to prioritize political conflict data and conflict zones-based context analyses, given that political conflict is caused by collective grievances related to “group”-level disadvantages and perceived disadvantages, not individual prejudice. The template is operationalized through the assessment of Sesame Street interventions into the Israeli Palestinian ethnopolitical nationalist conflict, drawn from field work in 2001, 2004-2006, and 2011. Best practices and other interdisciplinary contributions for practitioners are recommended, to understand conflict intractability where socialization, culture, and inter-“group” (mediated and interpersonal) communication intersect in glocalized conflict zone contexts, and in the Israeli-Palestinian conflict, specifically. The interventions targeted children, who comprise the majority within conflict zones. The model used, mediated contact effects, is one of seven models and six subtypes of PeaceComm practiced historically worldwide the author has previously categorized, and is one of those most in need of PeaceComm scholarship, with potential to succeed but scarce evidence collected about its efficacy.

Increasingly, studies have focused on the potential of the education system to enhance social cohesion, in particular in multi-ethnic societies. Indeed, the education system can strengthen social cohesion by providing learners from diverse groups equal learning opportunities. Moreover, schooling can impart the “rules of the game” in a democracy and contribute to developing a common sense of belonging. In this chapter, we reflect on three strands of education that are generally not explicitly linked to social cohesion, but that could play a particularly promising role in this regard: multicultural, citizenship, and peace education. Innovatively, we study these educational approaches from an African perspective – for the continent is often overlooked in the current literature – analysing education in postconflict Côte d’Ivoire and in the ethnically divided society of Kenya. Notwithstanding promising contributions, we identify a number of hurdles to advancing social cohesion through education, including, most importantly, remaining biases and negative inter-group attitudes among teachers.

This chapter considers whether there is a trade-off between growth and equality, as economists sometimes assert, differentiating between vertical inequality (among individuals) and horizontal inequality (among groups). Most evidence challenges the supposed trade-off, suggesting greater equality increases growth, especially sustained growth. Inequality among individuals tends to limit human resources, while inequality among groups can lead to violent conflict, and both constrain growth. Greater equality also supports other desirable objectives, including better nutrition, less crime, and better health. The impact of growth on equality is analysed. This depends on how far earnings are spread via employment; and the redistributionary effects of tax and government expenditure. Labour-intensive activities tend to improve distribution, while capital-intensive ones, heavy reliance on minerals for exports and rising skill requirements tend to worsen it. For horizontal inequality, the impact of growth varies according to group location, economic specialization and policies, illustrated by the experience of Ghana, Peru, Malaysia and Northern Ireland. The chapter surveys policies likely to improve vertical and horizontal distribution, with examples drawn from many countries. Finally, the chapter considers the political conditions needed to support equalising policies.