Resources on anti-racism and social justice from Carter School faculty

On July 23, George Mason University President Gregory Washington announced the creation of a Task Force on Anti-Racism and Inclusive Excellence

"My vision is nothing short of establishing George Mason University as a national exemplar of anti-racism and inclusive excellence in action," President Washington said.

At the Jimmy and Rosalynn Carter School for Peace and Conflict Resolution, we were honored to have been recognized as playing an integral part in helping to realize this vision of a truly anti-racist and inclusive approach to academic excellence. It is a responsibility that we do not take lightly.

At the end of May, we released a statement condemning white supremacy and committing to an ethos of research, teaching, and practice that prioritizes anti-racism and opposes oppression. As a field, peace and conflict studies has long been a place of deep discussion on the dynamics of power, marginalization, and dehumanization. Like all academic fields, it has also constantly had to reckon with the myriad ways in which the field's approach to scholarship and practice can reify such dynamics.

As a school, a commitment to anti-racism will mean, at least in part, engaging in reflection on the work that we must do to dismantle entrenched systems of white supremacy; listening to our students, faculty, alumni, and partners to understand how they experience these systems; and constantly renewing our dedication to bringing about justice and equity in both word and deed.

The Carter School is also engaging with local authorities like Arlington County in Northern Virginia on a series of restorative justice and police reform processes. Discussions with Fairfax City regarding partnerships on similar challenges are also ongoing. Overall, our goal is to share the School’s expertise on conflict analysis, resolution, and transformation with the communities around us and beyond to support them in building more peaceful societies.

Back in our own community, we have asked our faculty members to contribute resources from both their work and the broader field of peace and conflict studies to broaden our school's conversation about racism, white supremacy, and social justice. We invite you to engage with the below resources. As you do, if you have any questions, concerns, or feedback on how the Carter School can better engage in the work of anti-racism, please reach out to me at

Alpaslan Özerdem

Dean of the Carter School



Photo of Charles Chavis, a Black man, who his smiling. He is wearing a black shirt and a great blazer and is seated in front of an out-of-focus bookshelf.

Dr. Charles Chavis (Photo by Ryan Chiu)

Dr. Charles L. Chavis, Jr.

Assistant Professor of Conflict Resolution and History;
Founder and Director, John Mitchell, Jr. Program for History, Justice, and Race

Dr. Chavis's statement on white supremacy and anti-Black racism:

"Noted civil rights leader Ella Baker's prophetic words ring true to this day: 'Until the killing of black men, black mothers' sons, becomes as important to the rest of the country as the killing of a white mother's son, we who believe in freedom cannot rest until this happens.'
I echo Baker's words and want to be clear that well before 'COVID-19,' racism was America's and the world's original pandemic. The shock and disgust that white people are expressing during this time are important, but we pray that this disgust remains when the cameras leave and the dust settles as Black and Brown communities continue to fight against the less visible forms of racism that are at the root of America's infantile democracy. The Black and Brown people of this country can no longer wait. America can no longer wait."

Resources from Dr. Charles Chavis

John Mitchell, Jr. Program for History, Justice, and Race

The John Mitchell, Jr. Program for History, Justice, and Race is a program based at the Center for Peacemaking Practice at the Carter School that synthesizes critical historiography, narrative change approaches, and conflict resolution into scholarship and practice that complicates historical memory, builds peace, and promotes racial justice in the United States.

Check out the following resources from the Mitchell Program:

Anti-Racism Statement for Syllabi

The Mitchell Program has developed a sample anti-racism statement that can be incorporated into course syllabi. An excerpt of the statement is as follows:

An anti-racist approach to higher education acknowledges the ways that individual, interpersonal, institutional, and structural manifestations of racism against Black individuals and other people of color contribute to inequality and injustice in our classrooms, on our campuses, and in our communities, and it strives to provide our community members with resources to interrupt cycles of racism so as to cultivate a more equitable, inclusive, and just environment for all of our students, staff, faculty, alumni, and friends, regardless of racial background.

The full statement can be accessed through the Mitchell Program's website. The Mitchell Program welcomes any faculty to use the statement, and simply requests that the Mitchell Program be credited for development of the text.


For the Sake of Peace: Africana Perspectives on Racism, Justice, and Peace in America 
  • Edited by Dr. Chavis and Dr. Sixte Vigny Nimuraba (Carter School PhD alum)
  • Features chapters from the following Carter School community members: Siyabulela Mandela (former Visiting Scholar), Ajanet Rountree (PhD student), Oluwagbemiga Dasylva (PhD candidate), and Sandra Tombe (PhD candidate)
  • Was published in June 2020 by Rowman & Littlefield


U.S. Holocaust Memorial Museum — "American Trailblazers Who Fought Persecution at Home and Abroad" feat. Dr. Chavis discussing leaders who confronted hatred overseas and at home while planting the seeds for the American civil rights movement (July 1, 2020)

U.S. Holocaust Memorial Museum — "From Swastika to Jim Crow" feat. Dr. Chavis discussing the documentary From Swastika to Jim Crow (May 29, 2019)

Museum Exhibits and Archives

National Museum of African American History and Culture — "Being Antiracist," part of the exhibit Talking About Race

Lillie Carroll Jackson Civil Rights Museum — Digital Archive

The Humanity Archive — "8: Ida B. Wells" (Podcast episode hosted by Jermaine Fowler)


Maryland Lynching Truth and Reconciliation Commission — Dr. Chavis is the Vice Chair of the MLTRC as well as one of its public member commissioners.

Maryland Lynching Memorial Project — Dr. Chavis is on the Board of Directors of the Maryland Lynching Memorial Project. 


Photo of Tehama Lopez Bunyasi, a woman with tan skin and dark black hair, which is tied up. She is smiling at the camera and is wearing a green short-sleeved blouse and a chunky necklace.

Dr. Tehama Lopez Bunyasi

Dr. Tehama Lopez Bunyasi

Assistant Professor of Conflict Analysis and Resolution

From her 2019 book Stay Woke: A People's Guide to Making All Black Lives Matter (NYU Press), co-authored with Dr. Candis Watts Smith (Penn State University):

"Let's imagine a street lined with high-rise buildings. One of them is burning. What do you do? All of the buildings matter, but the one on fire matters most at that moment. The thing is, if you don’t put out the fire in the burning building, you risk all of the surrounding build­ings burning down as well. This is the message of the Black Lives Matter movement: Black lives are under attack, and we all ought to galvanize a sense of urgency to address the direct, structural, and cultural violence that Black people face. It’s not only the right thing to do, but the fate of the entire neighborhood depends on it. We, as a society, cannot say we are all free and equal until those who are at the bottom of various domains of our society — political, economic, social — are also free and equal."

Resources from Dr. Tehama Lopez Bunyasi


Radical Teacher — Structural Racism and the Will to Act (by Tehama Lopez Bunyasi, Vol. 110 [2018])

LA Review of Books — Staying Woke Is Patriotic: An Excerpt from “Stay Woke: A People’s Guide to Making All Black Lives Matter” (September 24, 2019) 

YES! Magazine — The Language of Antiracism: Excerpted from Stay Woke: A People’s Guide to Making All Black Lives Matter by Candis Watts Smith and Tehama Lopez Bunyasi (February 19, 2020)


New America — "Politics and Race Relations" feat. Dr. Lopez Bunyasi discussing research from her upcoming book on white people's role in dismantling white supremacy (February 20, 2018)

Book Culture Bookstore — "Role of University Presses in American Society" feat. Dr. Lopez Bunyasi and Dr. Watts Smith discussing Stay Woke (November 7, 2019)

Rising Up with Sonali — A discussion on Stay Woke feat. Dr. Lopez Bunyasi (September 12, 2019)


The Second City Works — A discussion with Dr. Lopez Bunyasi and Dr. Watts Smith about Stay Woke and improv (November 12, 2019)

The Freedom Plow (A Podcast By NCOBPS) — "Five Years After the Police Killing of Tamir Rice" feat. Dr. Lopez Bunyasi and Joseph Worthy, Ohio Director of Youth Leadership and Organizing at the Children’s Defense Fund (November 2019)


Picture of Arthur Romano, a man with tan skin, brown hair, glasses, and a brown beard. He is wearing a blue collared shirt and a tan blazer.

Dr. Arthur Romano

Dr. Arthur Romano

Assistant Professor of Conflict Analysis and Resolution

From "Truth Telling from the Margins: Exploring Black-led Responses to Police Violence and Systemic Humiliation," a book chapter by Dr. Arthur Romano and Dr. David Ragland in Systemic Humiliation in America: Finding Dignity within Systems of Degradation (2018, Palgrave Macmillan, edited by Carter School professor Daniel Rothbart):

"[Following the murder of Michael Brown in Ferguson, Missouri, t]he broader statement 'Black Lives Matter' came to represent a moral claim of human dignity and full personhood in opposition to systemic practices of indignity and humiliation. 'Black Lives Matter' is a declaration drawing attention to the continued chasm between ‘guaranteed’ rights and the lived experiences of Black people in the US today. Further, this statement expresses an awakened consciousness and a sense of agency in seeking to redress centuries of systemic violence."

Resources from Dr. Arthur Romano

The Truth Telling Project

According to its website, The Truth Telling Project "implements and sustains grassroot, community-centered truth-telling processes to amplify our voices about structural violence." One way it does so is by recording the testimonies of those who have been impacted by police violence and structural racism, including those who survived police violence or who have lost their relatives to police violence.

Listen to the testimonies of people that have experiences of police violence

Learn more about The Truth Telling Project:


Tikkun Daily — "Why Protest? And What’s Next: Truth-Telling and Reconciliation for Ferguson and Beyond" (by David Ragland and Arthur Romano, December 16, 2014)

The Conversation — "Police should put away the military gear and build connections with young people" (by Arthur Romano, August 12, 2015)

As an online, open-access resource on peace learning and nonviolence, gives educators resources to incorporate principles of peacebuilding and nonviolence into their classrooms. 

Dr. Romano has incorporated resources into his pedagogy, and has engaged his students at the Carter School in developing resources for the online repository. In particular, he recommends the following two resources developed by Carter School students:

Police Training, Reform, and Advancement

Dr. Romano is working to advance conflict-de-escalation training with law enforcement and develop a reflective practice and conflict coaching model with law enforcement that involves a broad array of stakeholders.

His work in this area has included contributions to the Connecticut Task Force on Police Training Report in 2017.

To connect with Dr. Romano on his work, email him at


Photo of Patricia Maulden, a white woman with short brown hair. She is smiling and wearing a black shirt.

Dr. Patricia Maulden

Dr. Patricia Maulden

Associate Professor of Conflict Resolution;
Student Engagement Coordinator

Dr. Maulden's statement on white supremacy and anti-Black racism:

"White supremacy and systemic racism are inherently violent—directly, structurally, and culturally—by design. They were devised and supported to limit rights, access, and opportunity to Black citizens in particular, but the frames can expand to include other non-white groups as well. Federal, state, and local laws, economic policies, social policies, mass convictions, mass incarceration, and storytelling give the violence the gloss of legitimacy. The fields of peace and conflict resolution challenge that legitimacy, break down old patterns, trace them to their source, shine a bright light thereon, and tear them apart analytically, practically, and ethically, while at the same time preparing the ground for equity, individual dignity, reparative practices, and hope."

Resources from Dr. Patricia Maulden

Reading for Racial justice

This list from the University of Minnesota provides a selection of 34 books from the University of Minnesota Press that address racial justice.


Studio Nilima — "Former Incarcerated Persons and Disenfranchisement: Civil Death in the United States" (by Patricia Maulden, Vol. III, Issue 1 [January 2020], p. 75–90)


Photo of Douglas Irvin-Erickson, a white man with brown hair and a short brown beard. He is smiling and is wearing a blue and white checked collared shirt and a black blazer.

Dr. Douglas Irvin-Erickson

Dr. Douglas Irvin-Erickson

Assistant Professor;
Director of the Genocide Prevention Program

Dr. Irvin-Erickson's statement on white supremacy and anti-Black racism:

"What does peace and conflict resolution tell us about white supremacy and systematic racism? It teaches us that peace often requires conflict, and that no one should be forced to reconcile with a system of injustice."

Training Opportunity

Dr. Irvin-Erickson provides bystander training, tolerance education, and anti-racism training with local organizations and the U.S. Holocaust Memorial Museum. If you would like to learn more, you can reach him at

Resources from Dr. Douglas Irvin-Erickson

Books for Practitioners

For the Sake of Peace: African Perspectives on Racism, Justice, and Peace in America

  • Edited by Dr. Charles L. Chavis, Jr. (Carter School professor) and Dr. Sixte Vigny Nimuraba (Carter School PhD alum)
  • Published in June 2020 by Rowman & Littlefield
  • Features chapters from the following Carter School community members: Siyabulela Mandela (former Visiting Scholar), Ajanet Rountree (PhD student), Oluwagbemiga Dasylva (PhD candidate), and Sandra Tombe (PhD candidate)

Building Peace in America

  • Edited by Emily Sample (Carter School PhD candidate) and Dr. Irvin-Erickson
  • Forthcoming in August 2020 from Rowman & Littlefield
  • Features chapters from the following Carter School community members: Dr. Charles L. Chavis, Jr. (professor), Dr. Patricia Maulden (professor), Shelly Clay-Robison (PhD candidate), Dr. Bridget Moix (PhD alum), and Dr. Sarah Federman (PhD alum)


Photo of Karina Korostelina, a white woman with light blonde hair. She is smiling and is wearing earrings and a red shirt.

Dr. Karina Korostelina

Dr. Karina Korostelina

Professor of Conflict Analysis and Resolution

In "Insults as Tools of Systemic Humiliation," Dr. Korostelina examines the desegregation process in Little Rock, Arkansas, as a case study of different levels of insult used to divide the white community in service of maintaining a rigid social hierarchy that oppressed the African American community:

"Although the elites privately supported arguments made by segregationists, publicly they maintained a moderate stance in local and statewide politics. Elites used projection insults to blame working-class whites for violence, negatively characterizing them as 'extremist, rural, lunatic fringe, low-breeding and rednecks.' Thus, the white elite created a favorable comparison, presenting themselves as supporters of desegregation and blaming working-class whites for social discord and intolerance. Therefore, the white elite created both projection and identity insults for working-class whites. First, the promotion of desegregation policies only in poor white areas stripped working-class whites of their positive identity that was based on a privileged position in comparison with African Americans. Second, the accusation of working-class whites as violent created for them a negative identity of intolerant and cruel people in comparison with the white elite. Finally, the aggressive actions of white working class people that emphasized differences between them and African Americans and showed refusal to change racial boundaries created multiple divergence insults and systemic humiliation of African American communities."

Resources from Dr. Karina Korostelina

Book Chapter

"Insults as Tools of Systemic Humiliation" (by Karina Korostelina, 2018) — In Systemic Humiliation in America, edited by Daniel Rothbart (Carter School professor) and published by Palgrave Macmillan 


Photo of Megan Price, a white woman with brown hair in a half-up half-down style and wearing a white three quarter sleeve shirt. She is holding a blue marker and drawing a diagram on a large white sheet of paper propped up on an easel.

Dr. Megan Price discusses Insight approaches to conflict.

Dr. Megan Price

Adjunct Faculty Member;
Carter School PhD Alum

Dr. Price's statement on white supremacy and anti-Black racism:

"I work with the Insight approach to conflict resolution, and from my perch, our field can tell us that curiosity and discovery are our most important tools. 
In the face of harmful ideologies like white supremacy and the structural violence of systemic racism, the Insight approach compels us to get curious. In order to cut a path forward and not entrench division, we need to take the courageous step of wondering. We need to confront the hate of white supremacy and ask, 'What are the threats patterning this ideology? Beyond what is most evident, what is this ideology intended to protect? How is claiming superiority and promoting violence going to help?' When we can elicit and discover what is at the root of white supremacy, on the terms of those who hold that ideology dear, we can spark insights. We can learn. We work with those discoveries to open possibilities and make change.
When it comes to structural racism, which is distinct, of course, and more dangerous than the ideology of white supremacy, because it is hidden and it is habit, we also need to be curious. If we see a system that is repeatedly harming people, like we're seeing the U.S. criminal justice system repeatedly harming Black people, Brown people, immigrants, and the poor, we need to stop, be outraged, and then we need to wonder. First, we need to wonder, 'What are the systems designed to achieve?' If they are designed to harm, they need to be dismantled. If they are designed to achieve another purpose, then we need to identify that purpose and discover where the breakdowns are. Because breakdowns distort a system's purpose and produce damaging habits that sustain harm. When we can pinpoint the breakdowns, we can take targeted, sustainable. and transformative action."

Resources from Dr. Megan Price


The Conversation — "Could ‘Insight Policing’ have saved Sandra Bland, Freddie Gray and others?" (by Megan Price, July 22, 2015)

To be read in conversation with:


Crimes against Humanity in the Land of the Free: Can a Truth and Reconciliaton Process Heal Racial Conflict in America? — Edited by Imani Michelle Scott (Praeger, 2014)

  • Chapter Eight — "Reconfiguring Traditional Prescriptive Approaches to Truth and Reconciliation Processes: Adapting the Elicitive-Centered Insight Approach for the United States" by Megan Price


Picture of a smiling white woman, Pam Struss, with short light blond hair. She is wearing a blue turtleneck and a black blazer.

Dr. Pamela Struss

Dr. Pamela Struss

Adjunct Faculty Member;
Carter School MS Alum

Dr. Struss's statement on white supremacy and anti-Black racism:

"Society’s structure is woven with threads of racism in varying hues of color and intensity as perpetrated by white supremacy. The tipping point is the pandemic health crisis, though there are many additional explosive examples of racism that no one can deny: the deaths of numerous souls whose only 'crime' was not being white; children in cages; inequitable sentencing, punishments, and early release decisions at all levels of courts; white nationalists parading around in law enforcement uniforms, dishonoring the officers who truly are committed to being public servants; and disproportionate economic hardship being borne by those at the lower levels of socioeconomic status.
However, there is a silver lining in the awareness and rejection of racism evidenced by the recent civil actions taken by numerous grassroots groups. There is hope demonstrated by signs of success resulting from peaceful civil action: visible structures such as statutes and names on buildings are being removed; sustained protesting that is continuing throughout the U.S.; and all forms of media highlighting white supremacy and racism. A ground swell of practitioners with diverse faces are turning our intense focus to these wicked problems and are supporting a paradigm shift in civil society to bring about a fair and inclusive community. Becoming 'woke' can be a painful process, but freedom for all is the reward, and it’s well worth it."

Resources from Dr. Pamela Struss

The Resilient Women's Dialogue of the Northern Neck

The Resilient Women's Dialogue of the Northern Neck, co-founded  and co-facilitated by Dr. Struss and Dr. Nannette Smith, meets bi-monthly to provide a space for women who might not otherwise have the opportunity to be in dialogue with each other. The meetings allow them to "share their common concern for their families, children and grandchildren" and build "connections of understanding and support for each other," according to Dr. Struss.

Among the topics discussed at the dialogues are the legacy of slavery and present-day manifestations of white supremacy in the Northern Neck. Located at the confluence of the Potomac River and the Chesapeake Bay, the Northern Neck was the site of many plantations where enslaved people were forced into labor, and the descendants of both the enslaved people and the people who enslaved them live in the area today.

To learn how to join the dialogue group, visit

Interracial Conversations of the Northern Neck (IRC-NNK)

According to its website, Interracial Conversations of the Northern Neck is an interfaith dialogue group founded for Northern Neck community members from various cultural and ethnic backgrounds who are dedicated to "working together to understand the racial and culture dynamics of our community through honest and informed communication and purposeful actions to promote equality and opportunity for all residents."

To learn how to become involved and check out the IRC-NNK's resources, visit


Dr. Struss is the President Elect 2020 of the Virginia Mediation Network, a statewide association for practitioners of alternative dispute resolution and conflict resolution. She is also a Supreme Court Certified Mediator for the General and Juvenile and Domestic Relations District Courts.

To learn more about her mediation work, you can reach her at

Reading and Resource Guides

Simmons University Anti-Racism Libary Guide


Photo of Alma Abdul Hadi Jadallah, a Palestinian woman with a dark brown bob. She is wearing a white shirt and is looking slightly off camera.

Dr. Alma Abdul Hadi Jadallah

Dr. Alma Abdul Hadi Jadallah

Adjunct Faculty Member;
Carter School PhD Alum

Dr. Jadallah's statement on white supremacy and anti-Black racism:

"The field of peace and conflict resolution brings much attention to cultural as well as structural violence when analyzing and advising on a problem like white supremacy and systemic racism. Though we condemn the actions of white supremacists, we would also want to engage them in ways that would allow them to rethink their disrespectful attitudes and exclusionary behaviors towards others. 
At the Carter School, we investigate the underlying causes of the problem and work on identifying peaceful ways to address it. The tools that we teach our students allow them to analyze the problem by mapping the actors and their grievances, and the tactics that they use to achieve their goals. More importantly, we design processes that promote respectful dialogue that leads to sustainable solutions based on equal rights and respect for all those involved. We believe that eventually this leads to shifts in attitudes and behaviors, and consequently to institutional reform that adopts inclusion based on respect for the rights of all." 

Resources from Dr. Alma Abdul Hadi Jadallah

Dr. Jadallah recommends the following books on racism in America, which she has incorporated into her own syllabi, including for CONF 658 (Diversity and Difference in Conflict Resolution):


Photo of Suzanne de Janasz, a white woman with curly, shoulder-length brown hair. She is wearing a dark brown blouse.

Dr. Suzanne de Janasz

Dr. Suzanne de Janasz

Professor of Management and Conflict Analysis & Resolution

Dr. de Janasz's statement on white supremacy and anti-Black racism:

"I have been processing what has been happening but am struggling to find my voice and comment on the painful events we have been witnessing, possibly due to my fear of getting it wrong. I consider myself an ally, but my perspective is limited by the privilege I have, and I know I’m not doing nearly enough. I’ve stepped up my efforts to educate myself about what we're seeing—as well as what we're not seeing (for example, disturbing videos of what appears to be police and others transforming peaceful protests into violent riots)—by reading (including my colleague Tehama Lopez Bunyasi's book with Candis Watts Smith, Stay Woke ), watching videos that have helped me re-frame (including from fellow professor Tina Opie and comedian Trevor Noah), and watching Ava DuVernay’s enlightening documentary 13th (currently streaming for free on Netflix)."

Resources from Dr. Suzanne de Janasz

Videos and Films

Ava DuVernay (dir.) — 13th (2016)

Trevor NoahVideo on police brutality and anti-Black racism (May 29, 2020)

Grey's Anatomy — Clip that Dr. de Janasz uses in her classroom to address how interpersonal and systemic anti-Black racism are intertwined.

Books and Resource Lists

Tehama Lopez Bunyasi and Candis Watts Smith — Stay Woke: A People's Guide to Making All Black Lives Matter (NYU Press, 2019)

Google Doc — Community-curated anti-racism resource and action list (updated in June 2020)


American Civil Liberties Union — 

NAACP Legal Defense Fund —

National Lawyers Guild —

Campaign Zero —

Unicorn Riot —


Carter School News stories about equity, inclusion, and social justice

July 16, 2020

Diversity, Equity, and Inclusion Committee commits to placing anti-racism at the core of its work

April 24, 2020 

S-CAR assistant professor encourages us to "Stay Woke"

April 15, 2020 

For Mason alum, COVID-19 drives home the link between public health and peacebuilding

December 20, 2019

30th annual Lynch Lecture explores the intersection of human rights and restorative justice

May 15, 2019

First-of-its-kind course explores how to create inclusive communities at S-CAR

April 15, 2019

Dr. Charles Chavis will link the past with the present at S-CAR

March 15, 2019

The blackface scandal in Virginia

November 16, 2018

Fall semester at S-CAR brings themes of racial and social justice to the fore

October 25, 2018

At annual Lynch Lecture, Georgetown Law professor challenges a system of racial injustice

May 10, 2018

Nelson Mandela's grandson working toward PhD at Mason's School for Conflict Analysis and Resolution

Carter School concentrations and coursework on equity, inclusion, and social justice

While issues of racism and white supremacy are interwoven into all facets of society—and thus, all facets of peacebuilding and conflict resolution—our school offers a variety of concentrations and coursework that focus explicitly on issues of equity, inclusion, and social justice.

As you take a look at the below courses and concentrations, it is important to note that the work of decolonizing knowledge is ongoing in the field of peace and conflict studies.


Concentrations (BA and BS in Conflict Analysis and Resolution): 

  • Building Peace in Divided Societies
  • Political and Social Action
  • Justice and Reconciliation


  • CONF 302: Culture, Identity, and Conflict
  • CONF 325: Dialogue and Difference
  • CONF 330: Community, Group, and Organizational Conflict
  • CONF 335: Justice and Reconciliation
  • CONF 392: Youth and Conflict
  • CONF 394: Human Rights and Inequality
  • CONF 435: Building Peace in Divided Societies


Concentrations (MS in Conflict Analysis and Resolution):

  • Social Justice Advocacy and Activism
  • Inclusive Conflict Engagement


  • CONF 631: Mediation in Diverse Settings​
  • CONF 658: Diversity and Difference in Conflict Analysis and Resolution
  • CONF 670: Conflict Sensistive and Inclusive Peacebuilding
  • CONF 706: Ethics and Conflict
  • CONF 708: Identity and Confict
  • CONF 721: Conflict and Race
  • CONF 722: Conflict and Religion
  • CONF 723: Conflict and Gender
  • CONF 730: Structural Sources of Conflict
  • CONF 733: Law and Justice from a Conflict Perspective
  • CONF 759: Building Peace in Divided Societies
  • CONF 803: Structural Theories
  • CONF 804: Alternate Theoretical Foundations


The reporting for and formatting of this piece was carried out by Audrey Williams (Carter School Storyteller / News Editor).