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University of San Francisco

The Path to Peace: Conflict Theory and Northern Ireland’s Troubles (1968-1998)

Abstract

dc:description.abstract

<p> This paper is a qualitative historical analysis of Northern Ireland’s Troubles. Over a period of approximately thirty years, sectarian violence in Northern Ireland dominated the headlines of newspapers in both the Republic of Ireland and the United Kingdom. Despite this violent history, Northern Ireland has enjoyed relative peace and stability since the passage of the Belfast Agreement in 1998. This paper aims to better understand <em>why</em> and <em>how</em> Northern Ireland endured a generation of brutal sectarian violence and emerged into a new era of peace and mutual understanding. In doing so, this paper incorporates theories from peace and conflict studies and uses them to frame traditional historical analyses of Northern Ireland’s Troubles. The ultimate goal of this paper is to integrate traditional history and contemporary theories in peace and conflict studies in order to explain the <em>transformation</em> of the conflict in Northern Ireland, thereby providing a basis to better grasp its current sociopolitical reality.</p>

Degree

thesis:*
Name thesis:degree_name
Master of Arts in International Studies
Level thesis:degree_level
Thesis
Discipline thesis:degree_discipline
International Studies
Year dc:date.available
2011

Author and committee

dc:creator, dc:contributor.*
Author dc:creator
  • Wiepking, Ruairi
Contributors dc:contributor
  • Dr. George Gmelch

Subjects

dc:subject × 11

Identifiers

dc:identifier.*
Repository record dc:identifier
https://repository.usfca.edu/thes/13
OAI identifier oai:identifier
oai:repository.usfca.edu:thes-1013

Chain of custody

source
Harvested from
University of San Francisco
Base URL
repository.usfca.edu/do/oai/
Last updated
2026-07-24
Source record
OAI-PMH GetRecord
citation

Wiepking, Ruairi. The Path to Peace: Conflict Theory and Northern Ireland’s Troubles (1968-1998). Thesis thesis, 2011. https://repository.usfca.edu/thes/13