The politics of ethnicity and post-conflict reconstruction: The case of Northern Ghana
Bibliographic record
Abstract
Abstract Taking into account the complexity of contemporary ethnic conflicts, this article examines the construction and politicisation of ethnicity to understand a recent case of post-conflict reconstruction. More specifically, the article considers theories of post-conflict reconstruction, particularly the conflict transformation school that claims to respond to the hybrid nature of recent ethnic conflicts. By adopting a constructivist perspective, this article argues that post-conflict reconstruction in ethnically-fragmented areas is largely about the problem of de-politicising essentialist discourses of historically constructed ethnic identities. In order to explore this key theoretical issue, the article analyses the 1994-95 case of conflict and reconstruction in the Northern Region of Ghana. This analysis draws on archival research and 21 interviews with individuals representing nongovernmental organisations (NGOs), traditional authorities, religious leaders, opinion leaders, and the state conducted from August to October 2006 in Accra, the capital of Ghana, as well as Tamale, the capital of the Northern Region. Because very little research is available on post-conflict reconstruction in Northern Ghana, this analysis fills a major gap in the contemporary literature on ethnic conflict and post-conflict reconstruction in West Africa. At a broader level, the article suggests that contemporary theories of post-conflict reconstruction would gain from taking a more systematic look at the social and political construction of such identities.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".