Land tenure reform and politics in post-conflict Côte d'Ivoire: a precarious peace in the western cocoa regions

2014 ◽  
Vol 48 (2) ◽  
pp. 203-221
Author(s):  
Matthew I. Mitchell
Keyword(s):  
Land Tenure ◽  
Cote D'ivoire ◽  
Côte D’Ivoire ◽  
Cote D’Ivoire ◽  
Tenure Reform ◽  
Post Conflict ◽  
Côte D'ivoire

scholarly journals Reforming Land Tenure Policies After Civil War: A Comparative Analysis of Rwanda & Côte d’Ivoire

2014 ◽  
Vol 21 ◽  
pp. 22
Author(s):  
Katherine M. Cronin
Keyword(s):  
Comparative Analysis ◽  
Case Studies ◽  
Land Tenure ◽  
Cote D'ivoire ◽  
Côte D’Ivoire ◽  
Cote D’Ivoire ◽  
Land Transfer ◽  
Post Conflict ◽  
Time Horizons ◽  
Côte D'ivoire

Using Côte d’Ivoire and Rwanda as case studies, this paper explores the challenges of implementing strong land tenure policies and promoting peace in post-conflict environments. This paper analyzes the degree to which a lack of clear time horizons, land boundaries, land transfer laws, and enforcement capacity to uphold land tenure laws increases the risk for land-related conflict to occur. Furthermore, this paper adds to the existing literature that supports the implementation and promotion of new and more equitable land tenure laws in post-conflict reconstruction processes in order to fix the deficiencies that contributed to the initial conflict.

scholarly journals The Issue of Education in Post-Conflict Reconstruction through the Transitional Justice Process: The Case of Côte D’Ivoire

2020 ◽  
Vol 3 (4) ◽  
pp. p141
Author(s):  
ASSAMOI Seraphim Desire
Keyword(s):  
Cote D'ivoire ◽  
Transitional Justice ◽  
Côte D’Ivoire ◽  
Cote D’Ivoire ◽  
Reconstruction Process ◽  
National Education ◽  
Post Conflict ◽  
Côte D'ivoire ◽  
Justice Process ◽  
The Impact

The inclusion of education in post-conflict reconstruction in a transitional justice process goes far beyond physical construction and educational facilities to become part of national educational planning and policy. The issue of education in post-conflict periods is at the level of the national education system in general and of educational policies and strategies in particular. In Côte d’Ivoire, as in other countries emerging from violent conflict, even if the issue of education can be identified in the structural and direct causes of the occurrence of conflicts, it must be recognized that the impact of these conflicts on education remains considerable at different levels. Thus, taking account of its consequences in post-conflict reconstruction in the context of transitional justice is of great interest both for its contribution to economic growth and for the promotion of fundamental human rights and social cohesion. A full involvement of education in the transitional justice process is a real potential for mutual reinforcement in the reconstruction process. Practical synergies between education and transitional justice call for closer collaboration between education and transitional justice actors.

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