Carter School for Peace and Conflict Resolution

GCI-Democracy

Building Peace

Katarina Benson — Thu, 06 Aug 2026 16:03:06 +0000

Building Peace Katarina Benson Thu, 08/06/2026 - 12:03

Silvia Danielak, an assistant professor at 911��’s Carter School for Peace and Conflict Resolution, is the author of Peace Infrastructures: How UN Peace Operations Build Roads, Bridges, and Solar Farms in the Pursuit of Sustainability (MIT Press, April 2026), the first comprehensive account of infrastructure building in United Nations peace operations. Danielak’s work focuses on sociospatial and infrastructure planning in conflict settings and as part of peace efforts, as well as its coalition with climate and environmental efforts.

Silvia Danielak. Photo provided

What inspired you to write the book?

I wrote Peace Infrastructures because I was struck by how rarely infrastructure shows up in conversations about peace, even though it shapes everyday life in conflict zones in very visible ways. While studying UN peace operations, I kept encountering roads, bases, power systems, and utilities that were treated as technical background rather than as part of how peace is made and maintained. I wanted to understand how peace operations became infrastructure builders, and what their material footprint means for communities living with conflict long after international missions arrive—and leave.

Was there anything that surprised you in your research for it?

What surprised me most was how ambitious peace operations have become as infrastructure actors, even though this role is often underplayed or described as secondary. I was also struck by how much attention goes into building infrastructure, and how much less attention is paid to its afterlife—how it is maintained, repurposed, contested, or abandoned once a mission draws down. But I have also come to appreciate the UN’s willingness to reconsider practices, to innovate and improve.

Peace Infrastructures by Silvia Danielak.

How do you anticipate people will use this book?

I hope scholars will use the book to rethink how peace, conflict, and intervention are studied, by taking material systems seriously rather than treating them as background. For practitioners and policymakers, I hope it offers a vocabulary and set of questions for thinking more carefully about infrastructure decisions—who they serve, what risks they create, and how their impacts unfold over time. I am grateful to MIT Press for including Peace Infrastructures in its open-access program, making it freely available worldwide, including in places that experience the spatial footprint of peace operations. More broadly, I hope the book encourages readers to think about reconstruction not as a technical task, but as a deeply political part of building a durable peace.

What are you working on now?

I’m continuing to think about conflict risk through material and spatial lenses, particularly in relation to environmental hazards and urbanization. I’m interested in how infrastructure interventions designed to mitigate risk can create conflicts but also offer opportunities for dialogue and social cohesion. My current work explores what responsible infrastructure planning might look like in contexts marked by compounding environmental and conflict risk.

Topics

Mason Spirit

Books

Carter School alumna finds harmony between music and mediation

Katarina Benson — Tue, 04 Aug 2026 19:08:06 +0000

Carter School alumna finds harmony between music and mediation Katarina Benson Tue, 08/04/2026 - 15:08

When Avery Cotham, MS Conflict Analysis and Resolution ’26, enrolled at 911��’s Jimmy and Rosalynn Carter School for Peace and Conflict Resolution, she was ready for a new challenge. For 15 years, Cotham worked as a vocalist and choral director in Colorado before the COVID-19 pandemic prompted her to rethink her career and search for a new way to serve her community.

Cotham at the Department of the Interior.
Photo by Ron Aira/Office of University Branding

“I did some soul-searching and decided I wanted to make a career change,” Cotham said. “I wanted to do something of service to the community.”

That search led her to conflict resolution — and ultimately to Washington, D.C., where she and her husband relocated so she could fully immerse herself in the 911�� experience. “I didn’t want to study online,” she said. “I wanted to dive into the community and make connections here.”

At 911��, Cotham quickly discovered that the skills she developed as a musician translated naturally into mediation and coaching. Active listening, collaboration, and understanding group dynamics became valuable tools in her new field.

She also took full advantage of internship and professional development opportunities available through the Carter School. After hearing a guest speaker from the Federal Mediation and Conciliation Service discuss mediation and coaching, Cotham pursued specialized training that would shape her career path.

In 2024, she completed a semester-long internship with the Northern Virginia Mediation Services Conflict Resolution Center, where she earned her mediation certification. The following year, she completed coaching certification coursework through Georgetown School of Continuing Studies.

Those experiences helped prepare her for a yearlong experience, what she calls a “unicorn of an internship,” with the Department of the Interior’s Office of Collaborative Action and Dispute Resolution (CADR).

Because of her certifications, Cotham was able to contribute immediately during the yearlong internship. She worked alongside experienced mediators supporting employees across agencies including the National Park Service and the Bureau of Land Management. Over time, she advanced from co-mediating cases with mentors to independently facilitating workplace mediations, conflict coaching sessions, trainings, and group discussions.

One of the highlights of the experience came when she was selected to travel and co-facilitate a bureau meeting focused on change management and values alignment — a rare opportunity for an intern.

“The internship was focused on mentorship and hands-on experience,” Cotham said. “Working with different mediators, I was exposed to several different styles and received a lot of valuable feedback. It was a highly enriching experience.”

Now, just months after graduating, Cotham has built a multifaceted career as a mediation contractor, private coach, and community mediator. She also volunteers with the Sustained Dialogue Institute and continues to blend her musical background with her coaching work.

“As a choir director, one of my strengths was seeing potential in people and knowing when to push and challenge them, and when to back off,” she said. “Those skills are so applicable in coaching.”

Cotham’s journey reflects the kind of hands-on, career-connected learning opportunities that help 911�� students turn classroom experiences into meaningful professional impact — a hallmark of the university’s All Together Different approach to education and community engagement.

Explore internships at 911��

Topics

Alumni

internships

Mediation

Celebrating a Decade of Impact at the 10th Conflict Resolution Youth Summit

Paul Snodgrass — Fri, 17 Jul 2026 20:50:22 +0000

Celebrating a Decade of Impact at the 10th Conflict Resolution Youth Summit Paul Snodgrass Fri, 07/17/2026 - 16:50

On June 21st, the Carter School for Peace and Conflict Resolution at 911�� hosted a record 63 high school students from around the country for the annual Conflict Resolution Youth Summit (CRYS). This year, students attended CRYS from as far away as New York, San Francisco, and Amman, Jordan.

The program, now in its 10th year, introduces high school students to the field of conflict resolution and associated professional opportunities while teaching foundational skills, such as facilitation, active listening, and negotiation, which are rarely part of the high school curriculum. The students participated in introductory team building activities, fundamental skill building seminars, a movie screening and debrief, and a full-day trip to nearby Washington, D.C.

Additionally, attendees were able to choose from a variety of faculty-led workshop offerings, including nonviolent activism, understanding globalization, and the importance of storytelling in a divided world to further tailor their experience to their interests.

Carter School student Emory Lombino, a member of the CRYS program staff, found the mix of workshops to be engaging and informative, and appreciated the students’ enthusiasm to jump in and answer questions. “I really believe the sessions focused on teaching skills that were useful and engaging for the students, particularly the workshops on Youth Action and Nonviolent Resistance and ‘What Happens There Matters Here,’” Lombino said.

At the conclusion of the four-day summit, students presented a synthesis project to their families during the closing ceremony, identifying a conflict in their school community. Their work drew on their new conflict analysis skills to identify underlying causes and to suggest possible interventions to real conflicts they have experienced in school. Topics presented on ranged from a lack of school spirit and inclusion, to the pressure of standardized testing culture.

Christina Gizzi, a Carter school undergraduate student who participated for the first time this year as program staff was grateful to have met so many wonderful students and was impressed with how caring, thoughtful, and smart the students in her group were. “My favorite moment was after the museum visits, when we were all sitting together at dinner,” she recalled. “The students adopted a wholeheartedness I never expected and were brave and comfortable just being themselves. They were passionate in their work on the synthesis projects and worked hard to create and present actionable solutions for their communities. I’m so happy to have been a part of the summit!”

Their innovative solutions inspired and impressed many in the audience. Kristen Fegan, program director for CRYS, was particularly interested in the interventions for declining school spirit and student engagement. “[The students] decided to create a competition for attending school events, which felt like standard stuff—but then they suggested using a dynamic, algorithm-based system to assign point values to each school event based on its past popularity, gamifying participation and giving the student body a new reason to check-in each day for changing ranks and point values.”

Fegan added, “The way they see their problems and the possible solution is totally different than how we think about it, and their perspective is critical for creating peace in a changing world.”

The summit left a lasting impression on all participants, who walked away with new skills and experiences. Kira, a 12th-grade student from Amman, Jordan, commented, “The summit was engaging and genuinely enjoyable, and everyone was super welcoming. [The program] also gave me a lot to think about when it comes to college and what I want to study. I left the summit with a few new ideas and a better sense of what I might want to go into."

The 11th summer of CRYS is tentatively planned for June 2027.

More Carter School News

Carter School marks first year leading UN academic network on peace and justice
August 11, 2026
Building Peace
August 6, 2026
Carter School alumna finds harmony between music and mediation
August 4, 2026
Celebrating a Decade of Impact at the 10th Conflict Resolution Youth Summit
July 17, 2026
Qatar’s role in building sustainable peace
June 2, 2026

Topics

Carter School Undergraduate Program

Conflict Analysis and Resolution

Summer Camps

Qatar’s role in building sustainable peace

ckearney — Tue, 02 Jun 2026 14:26:16 +0000

Qatar’s role in building sustainable peace ckearney Tue, 06/02/2026 - 10:26

The Jimmy and Rosalynn Carter School for Peace and Conflict Resolution at 911�� hosted the Minister of State of Qatar, His Excellency Mohammed bin Abdulaziz Al-Khulaifi, for a presentation on “The Role of Qatar in International Mediation and Peacemaking,” on May 6 at Mason Square.

His Excellency Mohammed bin Abdulaziz Al-Khulaifi with Carter School dean Alpaslan Özerdem. Photo by Ron Aira/Office of University Branding

Students, alumni, faculty, and partners gathered to hear Al-Khulaifi talk about the critical considerations for effective mediation and sustainable peace, illustrated with examples of the successes and complexities Qatar has addressed as a neutral mediator.

“Hosting H.E. Dr. Mohammed bin Abdulaziz Al-Khulaifi at the Carter School was both timely and deeply valuable for our community,” said Carter School dean Alpaslan Özerdem. “At a moment when the international system is becoming increasingly fragmented and unpredictable, hearing directly from a practitioner and policymaker operating at the highest levels of international mediation offered a rare opportunity to reflect on how peacemaking itself is evolving.

“What particularly stood out was the emphasis on trust, persistence, and sustained engagement as the foundations of effective mediation—principles that are becoming ever more critical in today’s conflict environment.”

Al-Khulaifi focused on the critical importance of gaining the trust of all parties in the mediation process, based in part on the consent of both parties and respect for the cultures involved.

His Excellency Mohammed bin Abdulaziz Al-Khulaifi. Photo by Ron Aira/Office of University Branding

Neutrality, a thorough understanding of the root issues, location, and the sustainability of the agreement are all critical elements in modern mediation, he said, noting that sustainability is one of the most crucial parts yet also the most difficult to maintain, especially in a complex and politically volatile landscape. Terms must be clear, and not open to misinterpretation, and mutually agreed-upon mechanisms must be established to provide peaceful recourse when a dispute arises, he said, all of which depends on strong communication.

Al-Khulaifi shared several real-world mediation examples. For instance, at the World Cup, representatives of the Democratic Republic of the Congo approached him about a dispute with Rwanda. After encouraging the envoys to watch the remainder of the match, they met at the diplomatic club. A week later, the parties had an agreement in principle.

He also reflected on the difficulty in creating a sustainable solution to the presidential power vacuum in Lebanon, Qatar’s work to reunify more than 100 children with their families in the Ukraine–Russia War, as well as other disputes, including Libya, Afghanistan, Gaza, and Venezuela.

911�� alumna Isabella Cuevas, MS Conflict Analysis and Resolution ’25, said she was deeply impressed by the presentation. “Instead of it being a distant concept, [His Excellency] grounded the work of international mediation, bringing faces and actions to international peacebuilding,” she said. “The work being done by Qatar and the academic work being performed at the Carter School shouldn’t be separate; we’re working toward the same goals.”

Topics

Campus News

Mason Square

University Scholar combines art and conflict resolution to build bridges

Paul Snodgrass — Mon, 01 Jun 2026 18:37:17 +0000

University Scholar combines art and conflict resolution to build bridges Paul Snodgrass Mon, 06/01/2026 - 14:37

In May, Honors College student Avery Shippen graduated from 911�� with a two degrees: A BS in Conflict Analysis and Resolution from the Jimmy and Rosalynn Carter School for Peace and Conflict Resolution, and a BA in Art and Visual Technology from the College of Visual and Performing Arts.

To Shippen, the fusion of the two majors, graphic design and conflict resolution, was a natural pairing. “I think both fields work to connect communities. People see conflict resolution as a scientific process, but it’s deeply rooted in people,” she explained. “Graphic design creates a ‘language’ that anyone can understand, which can be effective in the peacebuilding process.”

While managing the workload of a two degrees is impressive, even more impressive is the number of awards and fellowships the University Scholar received during her time at 911��, including a Peraton Scholarship in National Security, Carter School’s Oxford Scholarship, the Noah J. Seidenberg Award, and the Peacebuilding Fellowship.

Shippen said that these scholarships and fellowships provided a financial “safety net,” giving her the ability to gain valuable life experience, such as being the first Carter School student to attend the Oxford Consortium for Human Rights in War and Climate Emergency Conference or to study-abroad in Bosnia and Croatia.

The awards also provided Shippen with the financial freedom to undertake several internships, which allowed her to explore the real-world applications of the skills she learned in both academic programs.

During her time at 911��, Shippen held three internships. One was with the World Affairs Councils of America, where she was employed at a global education Intern and helped coordinate the logistics of an annual event that brings high school students from across the country to Washington, D.C., to learn about global engagement and public diplomacy. Shippen also interned with the Defense Counterintelligence and Security Agency under the Department of War. “I saw each side of government and federal contracting,” she said. “Each had a very different approach to resolving conflict.”

“I sought out opportunities that aligned with my personal values,” Shippen said. “The awards put me in a position to give back and inform other students about the opportunities that exist at Mason.”

The desire to give back also drives her career goals. She said her interest in curriculum development stems in part, from the work she performed as part of the Peacebuilding Fellowship. After researching the Appalachian educational curriculum, Shippen wrote a proposal to the school district that recommended a systemic curriculum change that placed greater emphasis on practical and sustainable life skills and de-emphasized rote memorization.

Shippen’s experience in Bosnia and Croatia also contributed to her interest in educational systems development. While studying ethnic narratives in conflict, Shippen found that each of the three major ethnic groups had their own, independent school system and curriculum. Essentially, how and what students learned in any given subject, depended on the ethnic group to which they belonged.

“After speaking with students there, I realized that the conflict analysis skills I learned can be a valuable tool in engaging youth and educational systems,” she explained.

This fall, Shippen will be continuing her studies at Stanford University where she is entering a master's program in global and comparative education/international education policy analysis.

Carter School News

Building Peace
August 6, 2026
Carter School alumna finds harmony between music and mediation
August 4, 2026
Celebrating a Decade of Impact at the 10th Conflict Resolution Youth Summit
July 17, 2026
University Scholar combines art and conflict resolution to build bridges
June 1, 2026
The making of a Carter School conflict coach
May 29, 2026

Topics

Carter School Undergraduate Program

The making of a Carter School conflict coach

Paul Snodgrass — Fri, 29 May 2026 13:58:50 +0000

The making of a Carter School conflict coach Paul Snodgrass Fri, 05/29/2026 - 09:58

When the time came to apply to graduate school, Oakley Hill applied to a single program: the master’s in conflict analysis and resolution at the Jimmy and Rosalynn Carter School for Peace and Conflict Resolution at 911��.

Born and raised in Utah, Hill attended Utah Valley University (UVU) where he majored in integrated studies, focusing on peace and justice and moral philosophy, supplemented with research and critical thinking courses. “From my studies in peace and justice, I knew I wanted to study peace and conflict resolution, and I wanted to be in the D.C. area," said Hill. "I wanted a program that taught practical skills and would help me find a career where I could have a positive, social impact. And the multidisciplinary nature of the program was very appealing.”

Oakley Hill. Photo by Katelyn Smoot.

Hill went on to apply for his PhD at the Carter School after discovering Solon Simmon’s Root Narrative Theory (RNT) during his graduate studies. He knew he wanted to build his career as a researcher around this theory.

"[RNT] helps us understand how people perceive political situations… the specific story they believe themselves to be experiencing,” he said.

For Hill, RNT was more than an abstract, academic tool. “[RNT] helped me understand my own paradigm shifts, such as moving from Mormon to ex-Mormon and from the political right to the left,” he explained.

“I used to think I have ideas, but now I know the ideas have me,” he joked.

In 2024, Hill partnered with Carter School professor Solon Simmons and the Narrative Transformation Lab at the Carter School to employ the first national Justice Languages of America Survey (JLAS). Distributed a week before the presidential election, the survey captured how Americans were thinking about politics just before they voted.

The survey found that, on average, liberals, moderates, and conservatives tended to perceive a distinct political situation. Conservatives tended to perceive a situation where criminals and foreigners threatened the innocent, and the masses coerced citizens, while the state cheated the people. Liberals tended to perceive a situation where the elite divided society, cheated the people, and excluded minorities while the state coerced citizens. Moderates appeared to be self-aware—they scored between conservatives and liberals on almost all JLAS measurements.

Hill also paired the survey with a root narrative analysis of campaign speeches from both presidential candidates. He found that who the candidates are and what they communicated were strongly correlated with how Americans perceive the political situation, and that how they perceived the political situation was strongly correlated with their preferred candidate.

Simmons appreciated Oakley's insights. “His systematic survey of the moral commitments of the great ideologists over the course of modern history is both pathbreaking and eye-opening,” Simmons said. “It has been a pleasure to work with Oakley in the development and application of root narrative theory, an approach that allows us to measure commitments to elementary antagonisms, the philosophical foundations of disagreement.”

While working toward his degree, Hill has been a lab manager for the Mary Hoch Center for Reconciliation and the facilitation coordinator at the Carter School’s Point of View International Retreat and Conference Center (POV), where he has worked since 2021.

Point of View offers many services, including mediation. As the facilitation coordinator, Hill assesses the needs of every client who reaches out to the center in need of mediation. A mediator himself, Hill conducts informal intake interviews to identify the client’s goals and issues, before matching them with an appropriate, experienced mediator.

“Some clients are looking for conflict resolution in a general sense, such as inter- or intra-departmental issues, interpersonal conflict training or restorative justice practices," said Hill. "Other clients are more interested in strategic planning and require a mediator with a relevant background to engage critical thinking.

"[Hill] has proven to be an invaluable asset to Point of View throughout his time at the Carter School. His ability to match clients with the right mediator ensures that each engagement is tailored to the client's unique goals and objectives—and that meaningful resolutions are achieved,” said Jessica Avila-Franco, event and operations manager at Point of View. “Through his work with the facilitation and mediation program here at POV, we have been able to help numerous public- and private-sector clients reach amicable resolutions to their most pressing challenges."

In the past, Hill coordinated with Point of View to provide services to organizations such as Bowie State University, Loudoun County, and Northern Virginia Community College with their facilitation needs. Privately, Hill has worked as a conflict coach for Latter-day Saint and ex-Mormon families, and mediated dialogues for the Washington, D.C., Police.

As he looks ahead, Hill remains grounded in the same motivation that first drew him to the Carter School: a desire to better understand people and help bridge divides. Whether through advancing RNT research or continuing his hands-on work in mediation and conflict coaching, Hill is committed to applying both theory and practice to real-world challenges. By uncovering the stories people believe they are living, he hopes to contribute to more meaningful dialogue—and ultimately, more constructive paths toward resolution.

Learn more about 911��'s Grand Challenge Initiative

Learn more about the Carter School for Peace and Conflict Resolution

Carter School News

Building Peace
August 6, 2026
Carter School alumna finds harmony between music and mediation
August 4, 2026
Celebrating a Decade of Impact at the 10th Conflict Resolution Youth Summit
July 17, 2026
University Scholar combines art and conflict resolution to build bridges
June 1, 2026
The making of a Carter School conflict coach
May 29, 2026

Topics

Narrative

Narrative Transformation Lab

Mary Hoch Center for Reconciliation

Point of View

In This Story

Solon Simmons

From Cambodia to Carter School: Avery Butler builds a future in peacebuilding at 911��

sbrown79 — Tue, 12 May 2026 17:56:30 +0000

From Cambodia to Carter School: Avery Butler builds a future in peacebuilding at 911�� sbrown79 Tue, 05/12/2026 - 13:56

When 911�� senior Avery Butler was 16 years old, his family traveled to Cambodia to visit the Killing Fields, the massacre sites associated with the country’s brutal Khmer Rouge era. The experience would change Butler’s perspective on life and inspire him to pursue a professional career in peacebuilding.

“I walked in and came face-to-face with a giant wall of human skulls,” said Butler, who is graduating with a bachelor’s degree in conflict analysis and resolution in May. “It was such a jarring moment, and I asked myself how human beings could do this to one another and how we could prevent something like this from happening again.”

At 911��, Butler found a place where he could turn those questions into action and has taken advantage of experiential learning opportunities that extend well beyond the classroom. 

Butler’s work at the Jimmy and Rosalynn Carter School for Peace and Conflict Resolution highlights 911��’s emphasis on career-connected learning and real-world impact. Through hands-on learning, global experiences, and leadership opportunities, he has built an academic and professional path centered on dialogue, empathy, and impact. 

As part of the Bachelor’s to Accelerated Master’s Program, Butler plans to continue his education at 911�� this fall.

Avery Butler. Photo provided.

During his time at 911��, Butler had an internship with the university’s Dialogue Across Differences initiative where he coordinated multiple workshops, including an all-women’s discussion and a session with international students. 

“It was a fantastic experience because by the time it was done, I really felt like I understood what it takes to be a facilitator for discussions on important life topics,” said Butler.

“I was able to strengthen the skills that are central to my work: listening across differences and creating space for multiple perspectives.”

Through a Peacebuilding Fellowship, Butler also works for the Mary Hoch Center for Reconciliation (MHCR), a nonprofit associated with the Carter School. After previously serving as a research and administrative officer, he now works as the center’s communications manager.

“The center does such amazing work supporting both peacebuilding and mental health,” said Butler. “We’re working with psychosocial support practitioners from all around the world and our main focus is East Africa right now.”

In that role, Butler has planned multiple events for Carter School’s Political Leadership Academy, including the inaugural Global Insider Reconciliation Summit held last year at 911��’s Point of View Retreat Center in Lorton, Virginia.

Butler said working with Carter School PhD student and MHCR insider reconciler research lead Nick Sherwood was instrumental in helping him understand the role of insider reconciler. “I’ve learned from my time working with him  that an insider reconciler is someone who is connected to one or more stakeholders or groups of stakeholders in a conflict and is actively attempting to facilitate reconciliation processes within those communities.”

He described the concept this way: If a fight breaks out between two teams at a football game, a team captain who steps in to calm tensions and encourage resolution is doing more than stopping the conflict in the moment—they’re helping preserve relationships and rebuild trust.

“So long as you have a personal stake in one or more of the communities and understand them at an identity level, anyone can be an insider reconciler, from village elders to civil servants,” Butler said.

Butler’s commitment to cross-cultural understanding also led him abroad. Through the Global Education Office’s Global Gateway program, Butler studied in Madrid, Spain, for a semester.

He later served as a peer advisor for the program working with professor Leslie Durham, undergraduate academic advisor and program coordinator in the Carter School, to help other students navigate the experience.

“I have witnessed Avery jump in, lend a hand, and be a servant leader, not only as a peer advisor, but as a Carter School Ambassador,” said Durham, who had Butler as a teaching assistant in the Global Gateway Spain course. “Avery is empathetic, with a deep sense of cultural humility, and he has a great way of allowing people with varying perspectives have a voice.”

She added, “Avery is the kind of person who isn't afraid to reflect and do the hard work for personal and professional growth. His good nature and positive stance on life have and will serve him well.”

Butler said he enjoys reflecting on his time in the program so far and looks forward to finding out what more it has to offer.

“I have a lot of love for the Carter program,” Butler said. “It's rare to find such a program in any university where it's built upon values of mutual understanding and compassion, and I’m so proud of the important work that we will continue to do.”

In This Story

Leslie Durham

Learn more about Carter School for Peace and Conflict Resolution

Topics

Bachelor’s to Accelerated Master’s

Graduation

study abroad

Global Gateway Program

internships

What’s happening at the Center for Peacemaking Practice?

Paul Snodgrass — Thu, 30 Apr 2026 17:55:53 +0000

What’s happening at the Center for Peacemaking Practice? Paul Snodgrass Thu, 04/30/2026 - 13:55

The Center for Peacemaking Practice (CPP) at 911�� Jimmy and Rosalynn Carter School for Peace and Conflict Resolution brings together students, faculty, staff, affiliates, and visiting fellows to study conflict resolution practice, integrate practitioner knowledge into theory-building, and develop and share research insights relevant to practice. The center works directly with those engaged in conflict-affected contexts—locally, nationally, and internationally, emphasizing lived experience, field-based knowledge, and practitioner reflection to advance the field and strengthen theory.

Promoting Regional Stability and Peace in the South Caucasus September 2025 Study visit participants during the Carter School student facilitated session. Photo provided.

The center has engaged partners across multiple regions, including Latin America, East Asia, Southeast Asia, and the former Soviet space, with a sustained focus on the South Caucasus. This engagement has taken different forms: facilitating practitioner workshops in the field, hosting reflection spaces at the Carter School, building communities of dialogue conveners, and supporting longer-term learning processes that connect experience to analytical and practical tools.

Over the years, the CPP has hosted both individual fellows and group-based programs. These included practitioners such as Alicia Pfund (Latin America), Matthew Graville (USA), and Dina Alborova (Tskhinval/i) and many others.

Occasional study visit programs for emerging and established peacebuilders allow the center to host visitors for short, one- to two-week periods. Some programs have hosted visitors from a wide range of regions, while others engaged participants from selected geographic areas.

In the past, the center has hosted Ukrainian and South Caucasus participants for intensive, learning and practice-oriented engagement, either as individuals or in small groups. For example, the center has hosted very promising young and mid-career peacebuilders such as Leila Sabina and Anna Chernova (Ukraine), Argam Movsisyan, Mher Taroyan and Hasmik Harutyunyan (Armenia), Nino Khalvashi, Dato Dolaberidza, Elene Tuzbaia (Georgia), Jalala Hajieva and Rahman Huseynzade (Azerbaijan).

Promoting Regional Stability and Peace in the South Caucasus September 2025 Study visit participants meeting with Dr. Janette Muir, Vice Provost for Academic Affairs. Photo provided.

The CPP approaches new study visit opportunities with careful consideration. For example, the center’s leadership, including Carter School faculty members Susan Allen and Margarita Tadevosyan, is currently in exploratory conversations with young peace practitioners from Tbilisi, Sukhum/i and Tskhinval/i, identifying their interest, availability and capacity to participate in a specially curated digital media creators’ community of practice study visit to Mason in Fall 2026.

The CPP team has been in conversation with Mariami Shonia, Arnold Dzari-ipa, Giorgi Rivzhadze, Maria Khachirova, Eleonora Tchania, Adelina Umurzakova, Vitallii Kokoskeriia and Revaz Koiava—highly motivated, young peace actors whose perspectives reflect evolving approaches to peace in their home communities. One of the center’s goals is to work with digital media creators to address the growing role of digital spaces in shaping conflict narratives and public engagement.

Promoting Regional Stability and Peace in the South Caucasus September 2025 Study visit meeting at the Alliance for Peacebuilding in Washington D.C. Photo provided.

As the center explores program funding opportunities, the team is working to plan and implement an in-person program that will convene practitioners and media actors to deepen their skills, exchange perspectives, and develop more conflict-sensitive approaches to communication in and between their home communities.

Interested in gaining this kind of hands-on experience? Learn more about our admissions process or apply to the Carter School today.

Learn more about the Carter School for Peace and Conflict Resolution

Carter School News

Building Peace
August 6, 2026
Carter School alumna finds harmony between music and mediation
August 4, 2026
Celebrating a Decade of Impact at the 10th Conflict Resolution Youth Summit
July 17, 2026
University Scholar combines art and conflict resolution to build bridges
June 1, 2026
The making of a Carter School conflict coach
May 29, 2026

Topics

Center for Peacemaking Practice

Meet the Two Carter Undergraduates Who Presented at the 2026 Oxford Consortium for Human Rights in War and Climate Emergency Conference

Paul Snodgrass — Mon, 27 Apr 2026 15:20:50 +0000

Meet the Two Carter Undergraduates Who Presented at the 2026 Oxford Consortium for Human Rights in War and Climate Emergency Conference Paul Snodgrass Mon, 04/27/2026 - 11:20

Two undergraduate Carter School students, Lisa Misaki Gray, a fourth-year student with minors in criminology and Russian language, and Christina Gizzi, a third-year Honors College student with a minor in global affairs, presented their research at the 2026 Oxford Consortium for Human Rights in War and Climate Emergency Conference.

Lisa Misaki Gray, Karina Korostelina, and Christina Gizzi. Photo provided.

The conference was held March 23-29 at Oxford University, UK, and was organized by the Oxford Consortium for Human Rights (OCHR). They attended the event with Carter School professor Karina Korostelina, who was also a presenter at the consortium. The trip was funded through the generous support of Carter School donors.

“This is exactly the kind of life-changing experience we want our students to have,” said Carter School Dean Alpaslan Özerdem. “Opportunities like this expand their horizons, build confidence, and connect them to global conversations in ways that simply cannot be replicated in the classroom. I am deeply grateful to our donors whose generosity makes these transformative experiences possible.”

Christina Gizzi at the Bodleian Library's Radcliffe Camera building. Photo provided.

Gray and Gizzi found the invitation to apply through the Carter School newsletter. They both applied to attend the conference, were interviewed by professors, and were selected to attend. Gray, who knows one of the students who made the trip last year, was very interested in attending. Gizzi, who had applied last year, was encouraged to reapply after taking a class with the professor who previously interviewed her.

When asked why they were so interested in the consortium and Oxford in particular, Gray commented “Oxford is one of the oldest and most prestigious universities in the world. How could I not want to go!? The Secret History by Donna Tartt is also one of my favorite books, and in this book, there's also a prestigious university with secret libraries and secret organizations similar to Oxford, which made me even more excited to attend.”

Gizzi echoed Gray's sentiment, “I was excited for the opportunity to learn from the scholars at the historical university, and shortly after arriving, I learned Oxford claims to be the oldest university. I also love architecture, and the opportunity to see Harry Potter-esque architecture was very appealing.”

Gray and Gizzi presenting their work. Photo provided.

At the consortium, the pair presented their research, "Silence Breakers in Our Local Communities: Advocacy and Local Peacebuilding." Because peacebuilding has historically been dominated by international organizations and aimed at appeasing international stakeholders, they chose instead to focus on the impact of empowering local peacebuilding efforts.

"Although communities have been given more agency, it is not enough. Using two case studies, we illustrated that even before community, successful local peacebuilding comes from the individual. You cannot expect others to change their actions or change the world; change must start within yourself," they noted.

Their presentation was well received, receiving numerous compliments and opening the door for future conversations. "Students and faculty approached us later in the day and told us stories about their similar experiences and challenges," they said.

Karina Korostelina, Christina Gizzi, and Lisa Misaki Gray. Photo provided.

Korostelina, their faculty liaison and mentor, who also presented at the consortium with colleague Hugo Slim on the topic of civilian devastation and human rights during the war, was proud of the work her students had done.

"It was a thoughtful and compelling presentation. Their work stood out not only for its clarity, but for its grounded, practical vision. Their core message: 'Peace starts with you,' was both powerful and actionable. They moved beyond slogans to outline a systemic approach to peacebuilding, operating at multiple levels: the individual (values, responsibility, everyday choices), the organizational (initiatives, partnerships, advocacy), and the social movement level (collective action, public engagement, narrative change)."

Korostelina also added that equally impressive was the duo's emphasis on collaboration. Gray and Gizzi highlighted the Carter School’s partnership with Rotary International, demonstrating how cross-sector engagement can translate ideas into concrete initiatives—from dialogue and community projects to broader peacebuilding efforts.

"Their presentation had a great balance of critical reflection and constructive pathways forward," Korostelina said. "It is a strong reminder that the next generation of peacebuilders is not only deeply informed, but also ready to act—with intention, creativity, and a commitment to impact."

Korostelina was also greatly impressed by the knowledge demonstrated by Gray and Gizzi. She proudly shared that, on one of the last days of the consortium, a guest speaker was discussing peacebuilding and asked the attendees to define peacebuilding and the differences between terms like mediation and negotiation. Gray's response prompted the speaker to ask, "Did you, by chance, work for the UN?"

When asked about presentations that stood out to them, Gizzi recalled a presentation that discussed the conflicting interests of human and environmental rights. During the presentation, the host related a story about Chilean fishermen who were shooting sea lions. However, the fishermen were not killing the sea mammals for their skins, but because the animals were preying upon the fishermen's catches before they could be pulled in, raising difficult questions about how to balance the fishermen's livelihood against conservation interests. Gray agreed and recalled a presentation by a researcher who worked with Indigenous communities in Malaysia and the visible impact of declining populations of native species. "It really stuck with me," she said. "I discovered a new interest in tracking environmental change and species loss."

Lisa Misaki Gray. Photo provided.

Now, a month later, Gray looks back on the academic and personal impact of the experience. “I am so grateful to have had the chance to attend such a prestigious university for a week and learn from their guest speakers, students, and faculty. Everyone there had so much experience, knowledge and insight, and I felt like a sponge absorbing all this information and processing it. I loved meeting everyone there and learning about their lives and experiences. It truly opened my eyes to how bright the world can be despite the struggles we face.”

Gizzi also described the consortium as a once-in-a lifetime opportunity. “[The consortium] was full of new knowledge, friends, and networks, opening a wider range of opportunities to come. The sightseeing, lectures, company, and snacks—including tea time—made it a life-changing and unforgettable experience. I am truly grateful for the opportunity and would recommend it to everyone!”

Carter School News

Building Peace
August 6, 2026
Carter School alumna finds harmony between music and mediation
August 4, 2026
Celebrating a Decade of Impact at the 10th Conflict Resolution Youth Summit
July 17, 2026
University Scholar combines art and conflict resolution to build bridges
June 1, 2026
The making of a Carter School conflict coach
May 29, 2026

In This Story

Alpaslan Özerdem

Karina Korostelina

Topics

Carter School Undergraduate Program

Human Rights

Honors College