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Peace and conflict studies courses are seldom seen by faculty curriculum committees and university administrators as deserving to be part of their institution's liberal arts education requirements. We show that this unfortunate tendency is rooted in a lack of understanding of not only the compatibility between the two but of their quite complementary connections. These connections include the liberal arts' emphases on the following: producing liberated citizens; respecting diversity; thoughtfully considering different points of view; highlighting not just the rights of the individual but the responsibilities that accompany those rights. Using the experience of Kent State University's Center for Applied Conflict Management as a case study, we show that by bridging the perceived gap between the traditional liberal arts core and peace and conflict studies it is indeed possible to have an introductory course in peace and conflict studies accepted as an option for fulfilling an institution's liberal arts requirements. In the process of "mainstreaming" peace and conflict studies this way, enrollments will expand exponentially, new generations of students will be equipped with conflict management skills, and the field of peace and conflict studies will gain more respect across academia. (Contains 1 note and 2 figures.)

The authors examine how the U.S. peace movement responded to the Bush administration's attempts to generate and capitalize on a heightened sense of threat after the 9/11 attacks. Longitudinal analysis of statements by U.S. peace movement organizations issued before and after 9/11 indicates that the movement's discourse is both ideologically consistent and contextually adaptive. In each period, movement discourse highlighted the U.S. government as a source of threat and people living outside of the United States as the targets of that threat. Nonetheless, the movement's discourse changed significantly in the exacerbated climate of fear in the first 4 months after the 9/11 attacks and then began to revert to pre-9/11 patterns during the Iraq War when the salience of threat declined. This research significantly advances knowledge of social movement discourse by establishing that ideological consistency and contextual adaptation are not mutually exclusive, by highlighting the contextual and dialogical factors that encourage certain types of movement responses to dominant discourses, and by explaining the role of emotional work in mobilizing dissent. Keywords: social movements; peace movement; discourse; emotions; September 11; United States of America

Peace Brigades International (PBI) is a nongovernmental organization that provides nonviolent protective accompaniment in situations of severe political violence for local activists under threat. PBI team members function as unarmed bodyguards, attempting to deter violence by their presence or to document it and raise the costs to the transgressors if the deterrence fails. Blending ethnographic research of PBI with simultaneous service on a PBI team in Sri Lanka created a host of ethical quandaries and dilemmas. This article explains and analyzes some of these problems, including the use of politically sensitive research material, participation in team meetings and team decisions with life-threatening consequences for others, the acceptance of a salary from the organization under study, and embracing or refusing risks as a participant observer/team member who had more than one agenda.