Editors Notes (Daniel L. Shapiro, Brooke E. Clayton).
1. Enhancing collaborative tendencies: Extending the single identity model for youth conflict education (Tricia S. Jones)
Before bringing disputing groups of youth together, what might be done with each group to enhance the potential for collaboration? How did preparatory work with individual groups help in postapartheid South Africa?
2. Seeds of Peace: Toward a common narrative (Marieke van Woerkom)
How can bringing together youth from different sides of an international conflict help advance the cause of peace?
3. Normalizing effective conflict management through academic curriculum integration: The example of Workable Peace (Stacie Nicole Smith, David Fairman)
How can a school integrate the skills of conflict management into its curriculum? What strategies and techniques does one innovative model incorporate?
4. After the fall: A conflict management program to foster open society (Daniel L. Shapiro)
What conflict management skills can support the transition from a closed to an open society?
5. Youth Intervention for Peace Project: Burundi case study (Jean–Paul Bigirindavyi)
In a war–torn society, how can a single grassroots program engage youth in a meaningful peace process?
6. Challenging intolerance (Alan Smith, Ciarán Ó Maoláin)
What are the roots of intolerance, and what institutional mechanisms can promote respect for diversity among youth?
DANIEL L. SHAPIRO is an instructor in psychology in the Department of Psychiatry at Harvard Medical School/McLean Hospital and an associate at the Harvard Negotiation Project at Harvard Law School.
BROOKE E. CLAYTON is a student at Harvard Law School focusing on international developments.