Peace and Conflict Studies - Spring 2014

Peace and Conflict Studies Volume 21, Number 1 44 In conclusion, this article has highlighted three examples of programming that contribute to social, economic and political transformations. Over the course of the past fifteen years there has been an important shift in the priorities and objectives of actors and agencies involved in youth programming in Northern Ireland. From an early emphasis on economic regeneration, realisation of the persistent nature of segregation has led to an emerging consensus around the need for peacebuilding. This is a significant shift, with important implications for programming. Crucially, it involves a shift towards a more political realm. WIMPS is an explicitly political project, which perhaps explains why it is the project that seems most at ease with the peacebuilding goal. However, all actors and agencies need to give further thought as to what this shift means in practice for their priorities and programming. From a peacebuilding perspective, key issues include the politics of multiple youth representation as well as the design of youth programmes that are most likely to bring about social, economic and political transformation. References Allport, G. W. (1954). The nature of prejudice . MA: Addison-Wesley. Amir, Y. (1976). The role of intergroup contact in change of prejudice and ethic relations. In P. A. Katz (Ed.). Towards the elimination of racism. New York: Pergamon. Ballentine, K., & Sherman, J. (Eds). (2003). The political economy of armed conflict: Beyond greed and grievance . Boulder, CO: Lynne Rienner. Barakat, B., & Urdal, H. (2009). Breaking the waves? Does education mediate the relationship between youth bulges and political violence?. Policy Research Working Paper. World Bank. Bates, R.H. (2008). When things fell apart: State failure in late-century Africa. Cambridge: Cambridge University Press. Belfast Telegraph. (2013). Empty booths...The women and young who won’t cast their vote in Northern Ireland. Retrieved from http://www.belfasttelegraph.co.uk/news/politics/empty-booths-the-women-and- young-who-wont-cast-their-vote-in-northern-ireland-29584156.html Bénabou, R. (2000). Unequal societies: Income distribution and the social contract. American Economic Review 90 , 96-129. Blair, T. (2008). Together, we took some risks for peace. I believe they were worth it. Retrieved from http://www.tonyblairoffice.org/speeches/entry/together-we-took- some-risks-for-peace.-i-believe-they-were-worth-it/ Bush, K., & Salterelli, D. (ed. 2000). The two faces of education in ethnic conflict. Florence: UNICEF Innocenti Research Center. Byrne, A. (2010). Structures of education and training systems in Europe. United Kingdom- Northern Ireland . European Commission. Choucri, N. (1974). Population dynamics and international violence: Propositions, insights and evidence . Lexington, MA: Lexington. Collier, P., & Hoeffler, A. (2000). Greed and grievance in civil war. Washington DC: World Bank.