Carter School News

University Scholar combines art and conflict resolution to build bridges

Paul Snodgrass — Mon, 01 Jun 2026 18:37:17 +0000

University Scholar combines art and conflict resolution to build bridges Paul Snodgrass Mon, 06/01/2026 - 14:37

In May, Honors College student Avery Shippen graduated from 91�� with a two degrees: A BS in Conflict Analysis and Resolution from the Jimmy and Rosalynn Carter School for Peace and Conflict Resolution, and a BA in Art and Visual Technology from the College of Visual and Performing Arts.

To Shippen, the fusion of the two majors, graphic design and conflict resolution, was a natural pairing. “I think both fields work to connect communities. People see conflict resolution as a scientific process, but it’s deeply rooted in people,” she explained. “Graphic design creates a ‘language’ that anyone can understand, which can be effective in the peacebuilding process.”

While managing the workload of a two degrees is impressive, even more impressive is the number of awards and fellowships the University Scholar received during her time at George Mason, including a Peraton Scholarship in National Security, Carter School’s Oxford Scholarship, the Noah J. Seidenberg Award, and the Peacebuilding Fellowship.

Shippen said that these scholarships and fellowships provided a financial “safety net,” giving her the ability to gain valuable life experience, such as being the first Carter School student to attend the Oxford Consortium for Human Rights in War and Climate Emergency Conference or to study-abroad in Bosnia and Croatia.

The awards also provided Shippen with the financial freedom to undertake several internships, which allowed her to explore the real-world applications of the skills she learned in both academic programs.

During her time at George Mason, Shippen held three internships. One was with the World Affairs Councils of America, where she was employed at a global education Intern and helped coordinate the logistics of an annual event that brings high school students from across the country to Washington, D.C., to learn about global engagement and public diplomacy. Shippen also interned with the Defense Counterintelligence and Security Agency under the Department of War. “I saw each side of government and federal contracting,” she said. “Each had a very different approach to resolving conflict.”

“I sought out opportunities that aligned with my personal values,” Shippen said. “The awards put me in a position to give back and inform other students about the opportunities that exist at Mason.”

The desire to give back also drives her career goals. She said her interest in curriculum development stems in part, from the work she performed as part of the Peacebuilding Fellowship. After researching the Appalachian educational curriculum, Shippen wrote a proposal to the school district that recommended a systemic curriculum change that placed greater emphasis on practical and sustainable life skills and de-emphasized rote memorization.

Shippen’s experience in Bosnia and Croatia also contributed to her interest in educational systems development. While studying ethnic narratives in conflict, Shippen found that each of the three major ethnic groups had their own, independent school system and curriculum. Essentially, how and what students learned in any given subject, depended on the ethnic group to which they belonged.

“After speaking with students there, I realized that the conflict analysis skills I learned can be a valuable tool in engaging youth and educational systems,” she explained.

This fall, Shippen will be continuing her studies at Stanford University where she is entering a master's program in global and comparative education/international education policy analysis.

Carter School News

University Scholar combines art and conflict resolution to build bridges
June 1, 2026
The making of a Carter School conflict coach
May 29, 2026
What’s happening at the Center for Peacemaking Practice?
April 30, 2026
Meet the Two Carter Undergraduates Who Presented at the 2026 Oxford Consortium for Human Rights in War and Climate Emergency Conference
April 27, 2026
Honors College student brews connections with tea talks
March 31, 2026

Topics

Carter School for Peace and Conflict Resolution

Carter School News

Carter School Undergraduate Program

The making of a Carter School conflict coach

Paul Snodgrass — Fri, 29 May 2026 13:58:50 +0000

The making of a Carter School conflict coach Paul Snodgrass Fri, 05/29/2026 - 09:58

When the time came to apply to graduate school, Oakley Hill applied to a single program: the master’s in conflict analysis and resolution at the Jimmy and Rosalynn Carter School for Peace and Conflict Resolution at 91��.

Born and raised in Utah, Hill attended Utah Valley University (UVU) where he majored in integrated studies, focusing on peace and justice and moral philosophy, supplemented with research and critical thinking courses. “From my studies in peace and justice, I knew I wanted to study peace and conflict resolution, and I wanted to be in the D.C. area," said Hill. "I wanted a program that taught practical skills and would help me find a career where I could have a positive, social impact. And the multidisciplinary nature of the program was very appealing.”

Oakley Hill. Photo by Katelyn Smoot.

Hill went on to apply for his PhD at the Carter School after discovering Solon Simmon’s Root Narrative Theory (RNT) during his graduate studies. He knew he wanted to build his career as a researcher around this theory.

"[RNT] helps us understand how people perceive political situations… the specific story they believe themselves to be experiencing,” he said.

For Hill, RNT was more than an abstract, academic tool. “[RNT] helped me understand my own paradigm shifts, such as moving from Mormon to ex-Mormon and from the political right to the left,” he explained.

“I used to think I have ideas, but now I know the ideas have me,” he joked.

In 2024, Hill partnered with Carter School professor Solon Simmons and the Narrative Transformation Lab at the Carter School to employ the first national Justice Languages of America Survey (JLAS). Distributed a week before the presidential election, the survey captured how Americans were thinking about politics just before they voted.

The survey found that, on average, liberals, moderates, and conservatives tended to perceive a distinct political situation. Conservatives tended to perceive a situation where criminals and foreigners threatened the innocent, and the masses coerced citizens, while the state cheated the people. Liberals tended to perceive a situation where the elite divided society, cheated the people, and excluded minorities while the state coerced citizens. Moderates appeared to be self-aware—they scored between conservatives and liberals on almost all JLAS measurements.

Hill also paired the survey with a root narrative analysis of campaign speeches from both presidential candidates. He found that who the candidates are and what they communicated were strongly correlated with how Americans perceive the political situation, and that how they perceived the political situation was strongly correlated with their preferred candidate.

Simmons appreciated Oakley's insights. “His systematic survey of the moral commitments of the great ideologists over the course of modern history is both pathbreaking and eye-opening,” Simmons said. “It has been a pleasure to work with Oakley in the development and application of root narrative theory, an approach that allows us to measure commitments to elementary antagonisms, the philosophical foundations of disagreement.”

While working toward his degree, Hill has been a lab manager for the Mary Hoch Center for Reconciliation and the facilitation coordinator at the Carter School’s Point of View International Retreat and Conference Center (POV), where he has worked since 2021.

Point of View offers many services, including mediation. As the facilitation coordinator, Hill assesses the needs of every client who reaches out to the center in need of mediation. A mediator himself, Hill conducts informal intake interviews to identify the client’s goals and issues, before matching them with an appropriate, experienced mediator.

“Some clients are looking for conflict resolution in a general sense, such as inter- or intra-departmental issues, interpersonal conflict training or restorative justice practices," said Hill. "Other clients are more interested in strategic planning and require a mediator with a relevant background to engage critical thinking.

"[Hill] has proven to be an invaluable asset to Point of View throughout his time at the Carter School. His ability to match clients with the right mediator ensures that each engagement is tailored to the client's unique goals and objectives—and that meaningful resolutions are achieved,” said Jessica Avila-Franco, event and operations manager at Point of View. “Through his work with the facilitation and mediation program here at POV, we have been able to help numerous public- and private-sector clients reach amicable resolutions to their most pressing challenges."

In the past, Hill coordinated with Point of View to provide services to organizations such as Bowie State University, Loudoun County, and Northern Virginia Community College with their facilitation needs. Privately, Hill has worked as a conflict coach for Latter-day Saint and ex-Mormon families, and mediated dialogues for the Washington, D.C., Police.

As he looks ahead, Hill remains grounded in the same motivation that first drew him to the Carter School: a desire to better understand people and help bridge divides. Whether through advancing RNT research or continuing his hands-on work in mediation and conflict coaching, Hill is committed to applying both theory and practice to real-world challenges. By uncovering the stories people believe they are living, he hopes to contribute to more meaningful dialogue—and ultimately, more constructive paths toward resolution.

Learn more about George Mason's Grand Challenge Initiative

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Carter School News

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May 29, 2026
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Meet the Two Carter Undergraduates Who Presented at the 2026 Oxford Consortium for Human Rights in War and Climate Emergency Conference
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What’s happening at the Center for Peacemaking Practice?

Paul Snodgrass — Thu, 30 Apr 2026 17:55:53 +0000

What’s happening at the Center for Peacemaking Practice? Paul Snodgrass Thu, 04/30/2026 - 13:55

The Center for Peacemaking Practice (CPP) at 91�� Jimmy and Rosalynn Carter School for Peace and Conflict Resolution brings together students, faculty, staff, affiliates, and visiting fellows to study conflict resolution practice, integrate practitioner knowledge into theory-building, and develop and share research insights relevant to practice. The center works directly with those engaged in conflict-affected contexts—locally, nationally, and internationally, emphasizing lived experience, field-based knowledge, and practitioner reflection to advance the field and strengthen theory.

Promoting Regional Stability and Peace in the South Caucasus September 2025 Study visit participants during the Carter School student facilitated session. Photo provided.

The center has engaged partners across multiple regions, including Latin America, East Asia, Southeast Asia, and the former Soviet space, with a sustained focus on the South Caucasus. This engagement has taken different forms: facilitating practitioner workshops in the field, hosting reflection spaces at the Carter School, building communities of dialogue conveners, and supporting longer-term learning processes that connect experience to analytical and practical tools.

Over the years, the CPP has hosted both individual fellows and group-based programs. These included practitioners such as Alicia Pfund (Latin America), Matthew Graville (USA), and Dina Alborova (Tskhinval/i) and many others.

Occasional study visit programs for emerging and established peacebuilders allow the center to host visitors for short, one- to two-week periods. Some programs have hosted visitors from a wide range of regions, while others engaged participants from selected geographic areas.

In the past, the center has hosted Ukrainian and South Caucasus participants for intensive, learning and practice-oriented engagement, either as individuals or in small groups. For example, the center has hosted very promising young and mid-career peacebuilders such as Leila Sabina and Anna Chernova (Ukraine), Argam Movsisyan, Mher Taroyan and Hasmik Harutyunyan (Armenia), Nino Khalvashi, Dato Dolaberidza, Elene Tuzbaia (Georgia), Jalala Hajieva and Rahman Huseynzade (Azerbaijan).

Promoting Regional Stability and Peace in the South Caucasus September 2025 Study visit participants meeting with Dr. Janette Muir, Vice Provost for Academic Affairs. Photo provided.

The CPP approaches new study visit opportunities with careful consideration. For example, the center’s leadership, including Carter School faculty members Susan Allen and Margarita Tadevosyan, is currently in exploratory conversations with young peace practitioners from Tbilisi, Sukhum/i and Tskhinval/i, identifying their interest, availability and capacity to participate in a specially curated digital media creators’ community of practice study visit to Mason in Fall 2026.

The CPP team has been in conversation with Mariami Shonia, Arnold Dzari-ipa, Giorgi Rivzhadze, Maria Khachirova, Eleonora Tchania, Adelina Umurzakova, Vitallii Kokoskeriia and Revaz Koiava—highly motivated, young peace actors whose perspectives reflect evolving approaches to peace in their home communities. One of the center’s goals is to work with digital media creators to address the growing role of digital spaces in shaping conflict narratives and public engagement.

Promoting Regional Stability and Peace in the South Caucasus September 2025 Study visit meeting at the Alliance for Peacebuilding in Washington D.C. Photo provided.

As the center explores program funding opportunities, the team is working to plan and implement an in-person program that will convene practitioners and media actors to deepen their skills, exchange perspectives, and develop more conflict-sensitive approaches to communication in and between their home communities.

Interested in gaining this kind of hands-on experience? Learn more about our admissions process or apply to the Carter School today.

Learn more about the Carter School for Peace and Conflict Resolution

Carter School News

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June 1, 2026
The making of a Carter School conflict coach
May 29, 2026
What’s happening at the Center for Peacemaking Practice?
April 30, 2026
Meet the Two Carter Undergraduates Who Presented at the 2026 Oxford Consortium for Human Rights in War and Climate Emergency Conference
April 27, 2026
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March 31, 2026

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Meet the Two Carter Undergraduates Who Presented at the 2026 Oxford Consortium for Human Rights in War and Climate Emergency Conference

Paul Snodgrass — Mon, 27 Apr 2026 15:20:50 +0000

Meet the Two Carter Undergraduates Who Presented at the 2026 Oxford Consortium for Human Rights in War and Climate Emergency Conference Paul Snodgrass Mon, 04/27/2026 - 11:20

Two undergraduate Carter School students, Lisa Misaki Gray, a fourth-year student with minors in criminology and Russian language, and Christina Gizzi, a third-year Honors College student with a minor in global affairs, presented their research at the 2026 Oxford Consortium for Human Rights in War and Climate Emergency Conference.

Lisa Misaki Gray, Karina Korostelina, and Christina Gizzi. Photo provided.

The conference was held March 23-29 at Oxford University, UK, and was organized by the Oxford Consortium for Human Rights (OCHR). They attended the event with Carter School professor Karina Korostelina, who was also a presenter at the consortium. The trip was funded through the generous support of Carter School donors.

“This is exactly the kind of life-changing experience we want our students to have,” said Carter School Dean Alpaslan Özerdem. “Opportunities like this expand their horizons, build confidence, and connect them to global conversations in ways that simply cannot be replicated in the classroom. I am deeply grateful to our donors whose generosity makes these transformative experiences possible.”

Christina Gizzi at the Bodleian Library's Radcliffe Camera building. Photo provided.

Gray and Gizzi found the invitation to apply through the Carter School newsletter. They both applied to attend the conference, were interviewed by professors, and were selected to attend. Gray, who knows one of the students who made the trip last year, was very interested in attending. Gizzi, who had applied last year, was encouraged to reapply after taking a class with the professor who previously interviewed her.

When asked why they were so interested in the consortium and Oxford in particular, Gray commented “Oxford is one of the oldest and most prestigious universities in the world. How could I not want to go!? The Secret History by Donna Tartt is also one of my favorite books, and in this book, there's also a prestigious university with secret libraries and secret organizations similar to Oxford, which made me even more excited to attend.”

Gizzi echoed Gray's sentiment, “I was excited for the opportunity to learn from the scholars at the historical university, and shortly after arriving, I learned Oxford claims to be the oldest university. I also love architecture, and the opportunity to see Harry Potter-esque architecture was very appealing.”

Gray and Gizzi presenting their work. Photo provided.

At the consortium, the pair presented their research, "Silence Breakers in Our Local Communities: Advocacy and Local Peacebuilding." Because peacebuilding has historically been dominated by international organizations and aimed at appeasing international stakeholders, they chose instead to focus on the impact of empowering local peacebuilding efforts.

"Although communities have been given more agency, it is not enough. Using two case studies, we illustrated that even before community, successful local peacebuilding comes from the individual. You cannot expect others to change their actions or change the world; change must start within yourself," they noted.

Their presentation was well received, receiving numerous compliments and opening the door for future conversations. "Students and faculty approached us later in the day and told us stories about their similar experiences and challenges," they said.

Karina Korostelina, Christina Gizzi, and Lisa Misaki Gray. Photo provided.

Korostelina, their faculty liaison and mentor, who also presented at the consortium with colleague Hugo Slim on the topic of civilian devastation and human rights during the war, was proud of the work her students had done.

"It was a thoughtful and compelling presentation. Their work stood out not only for its clarity, but for its grounded, practical vision. Their core message: 'Peace starts with you,' was both powerful and actionable. They moved beyond slogans to outline a systemic approach to peacebuilding, operating at multiple levels: the individual (values, responsibility, everyday choices), the organizational (initiatives, partnerships, advocacy), and the social movement level (collective action, public engagement, narrative change)."

Korostelina also added that equally impressive was the duo's emphasis on collaboration. Gray and Gizzi highlighted the Carter School’s partnership with Rotary International, demonstrating how cross-sector engagement can translate ideas into concrete initiatives—from dialogue and community projects to broader peacebuilding efforts.

"Their presentation had a great balance of critical reflection and constructive pathways forward," Korostelina said. "It is a strong reminder that the next generation of peacebuilders is not only deeply informed, but also ready to act—with intention, creativity, and a commitment to impact."

Korostelina was also greatly impressed by the knowledge demonstrated by Gray and Gizzi. She proudly shared that, on one of the last days of the consortium, a guest speaker was discussing peacebuilding and asked the attendees to define peacebuilding and the differences between terms like mediation and negotiation. Gray's response prompted the speaker to ask, "Did you, by chance, work for the UN?"

When asked about presentations that stood out to them, Gizzi recalled a presentation that discussed the conflicting interests of human and environmental rights. During the presentation, the host related a story about Chilean fishermen who were shooting sea lions. However, the fishermen were not killing the sea mammals for their skins, but because the animals were preying upon the fishermen's catches before they could be pulled in, raising difficult questions about how to balance the fishermen's livelihood against conservation interests. Gray agreed and recalled a presentation by a researcher who worked with Indigenous communities in Malaysia and the visible impact of declining populations of native species. "It really stuck with me," she said. "I discovered a new interest in tracking environmental change and species loss."

Lisa Misaki Gray. Photo provided.

Now, a month later, Gray looks back on the academic and personal impact of the experience. “I am so grateful to have had the chance to attend such a prestigious university for a week and learn from their guest speakers, students, and faculty. Everyone there had so much experience, knowledge and insight, and I felt like a sponge absorbing all this information and processing it. I loved meeting everyone there and learning about their lives and experiences. It truly opened my eyes to how bright the world can be despite the struggles we face.”

Gizzi also described the consortium as a once-in-a lifetime opportunity. “[The consortium] was full of new knowledge, friends, and networks, opening a wider range of opportunities to come. The sightseeing, lectures, company, and snacks—including tea time—made it a life-changing and unforgettable experience. I am truly grateful for the opportunity and would recommend it to everyone!”

Carter School News

University Scholar combines art and conflict resolution to build bridges
June 1, 2026
The making of a Carter School conflict coach
May 29, 2026
What’s happening at the Center for Peacemaking Practice?
April 30, 2026
Meet the Two Carter Undergraduates Who Presented at the 2026 Oxford Consortium for Human Rights in War and Climate Emergency Conference
April 27, 2026
Honors College student brews connections with tea talks
March 31, 2026

In This Story

Alpaslan Özerdem

Karina Korostelina

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Students

Honors College student brews connections with tea talks

Paul Snodgrass — Tue, 31 Mar 2026 22:28:04 +0000

Honors College student brews connections with tea talks Paul Snodgrass Tue, 03/31/2026 - 18:28

When Jonathan Fang, an Honors College student and a fourth-year undergraduate student at the Jimmy and Rosalynn Carter School for Peace and Conflict Resolution at 91��, began his internship at the Mary Hoch Center for Reconciliation (MHCR), he had no idea that he would be facilitating a multi-cultural student dialogue group.

Jonathan Fang. Photo provided

During his internship with MHCR, Fang and his supervisor, Rowda Olad, a mental health and psychosocial support expert and associate director of the MHCR, came upon the idea of developing a series of student-focused conversations on difficult, but relevant topics to students and inviting different cultural and ethnic student groups to participate.

Fang hoped that through these conversations students would learn to challenge their assumptions, appreciate different points of view, and respectfully agree to disagree on sensitive topics in an open and judgement-free space.

Discussion topics are pulled from complex real-life issues facing college students. Past topics have included mental health and well-being, race and ethnicity, political polarization, and interpersonal relationship reconciliation.

The idea for Tea Talk originated with the tradition of Somali tea gatherings called Casiriya, where the communities would gather resolve disputes, and is based on the work Olad performed in Eastern Africa.

Fang continues the Somali tradition by serving traditional Somali tea and sambusas, a pastry similar to a samosas, at every session.

According to Fang, the first Tea Talk mostly consisted of Carter School Ambassadors, but has since grown to include members of the Christian fellowship student group CRU, the African Student Association, the Muslim Student Association, the College Republicans at Mason, and several other organizations. Currently, the discussion series averages a dozen student attendees per event and is preparing for its fifth monthly session.

Fang is pleased with the success of the dialogue series and hopes it will continue to grow. “It’s great to see students willing to step out of their comfort zone, open up in honest conversation with care and understanding, and listen to different or conflicting perspectives," he said.

When asked about the long-term vision for Tea Talk, Fang replied, “We’re looking to deepen and expand its impact both on campus and globally. This includes strengthening university connections and building sustained engagement among students.”

Currently, Fang is participating in a study-abroad trip to the Philippines, where he hopes to explore how to build similar programs and to facilitate the exchange of peacebuilding practices in cross-cultural settings.

For information about upcoming Tea Talk sessions, please visit the Mary Hoch Center for Reconciliation for dates and times.

More Carter School News

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Meet the Two Carter Undergraduates Who Presented at the 2026 Oxford Consortium for Human Rights in War and Climate Emergency Conference
April 27, 2026
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A Focus on Peace Week: Navigating the Impact of Changes in Climate Governance on Fragile States

Paul Snodgrass — Mon, 23 Mar 2026 20:25:35 +0000

A Focus on Peace Week: Navigating the Impact of Changes in Climate Governance on Fragile States Paul Snodgrass Mon, 03/23/2026 - 16:25

On Thursday, April 16, the Jimmy and Rosalynn Carter School for Peace and Conflict Resolution at 91�� will host the virtual panel discussion “Navigating the Impact of Changes in Climate Governance on Fragile States.” Presented as part of the Carter School’s 2026 Peace Week, the event will examine shifts in the global climate governance landscape and identify emerging institutional and governance gaps.

Engy Said. Photo provided

The discussion will be facilitated by Counsellor Engy Said, a Carter School PhD candidate and Egyptian diplomat, and Diego Osorio, a senior policy advisor, former Canadian diplomat, professor, and government official. Said and Osorio were also Harvard Fellows together in International Affairs.

Said brings more than 20 years of experience in diplomacy and international affairs, climate change, and sustainable development. Osorio is a practitioner and academic specializing in climate change and conflict, with nearly three decades of experience working in regions such as Iraq, Southeast Asia, and Haiti with organizations including the United Nations, NATO, the World Bank, and the Government of Canada.

The panel builds on recent efforts to better connect climate action with peace and development agendas. It comes at a time of shifting global priorities that are reshaping climate governance and placing additional pressure on fragile and conflict-affected contexts, where climate risks intersect with political and institutional challenges.

Diego Osorio. Photo provided

“Climate security isn’t a future concern, it’s already shaping how we govern, protect, and adapt,” Osorio said.

Said adds, “Addressing climate change without considering conflict dynamics overlooks the lived realities of the most vulnerable, particularly in fragile contexts.”

The session will bring together experts in water and food security, climate diplomacy, and peace operations, including Hans Ibbrek of the Norwegian Ministry of Foreign Affairs; Tatiana Miškova, Slovenian ambassador for water diplomacy; Jeff Helsing of the Better Evidence Project; Khaled El Taweel, senior programmers coordinator at FAO; and Cedric de Coning, senior research fellow at the Norwegian Institute of International Affairs (NUPI).

To learn more about this panel discussion, as well as other Peace Week events, visit the Carter School Website.

More Carter School News

University Scholar combines art and conflict resolution to build bridges
June 1, 2026
The making of a Carter School conflict coach
May 29, 2026
What’s happening at the Center for Peacemaking Practice?
April 30, 2026
Meet the Two Carter Undergraduates Who Presented at the 2026 Oxford Consortium for Human Rights in War and Climate Emergency Conference
April 27, 2026
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PhD student Olesya Vartanyan briefs U.S. Congress on the political situation in Georgia

Paul Snodgrass — Wed, 04 Mar 2026 19:53:11 +0000

PhD student Olesya Vartanyan briefs U.S. Congress on the political situation in Georgia Paul Snodgrass Wed, 03/04/2026 - 14:53

On February 11, 2026, Olesya Vartanyan, a first-year PhD student at 91��'s Carter School and conflict analyst with more than 15 years of field experience in the South Caucasus, took part in a congressional briefing on the political situation in Georgia. The event was hosted by the U.S. Helsinki Commission, a bipartisan body bringing together members of both the House of Representatives and the Senate. In recent years, the commission has been a leading voice in shaping U.S. policy toward Georgia, particularly following the country’s political crisis triggered by the disputed parliamentary elections of 2024.

Olesya Vartanyan. Photo provided

Vartanyan was invited to share her assessment of developments in Georgia and to outline possible pathways toward resolving the protracted political standoff. Her long-standing work on conflict dynamics, negotiation processes, and crisis management in the region formed the basis of her recommendations.

This was not her first engagement with the U.S. Congress. In 2020, she testified before the House Foreign Affairs Committee on the situation in Georgia’s conflict regions, which remain disputed territories following multiple wars involving Russia. In 2024, she also briefed members of Congress on developments between Armenia and Azerbaijan after renewed cycles of violence in their decades-long conflict.

Her most recent appearance came at a particularly sensitive moment. More than a year into Georgia’s political crisis, tensions remain high between the ruling authorities and opposition forces. The Georgian leadership has sought to reset relations with the current U.S. administration, amid ongoing international concerns regarding the 2024 election results in Georgia, the detention of opposition figures, and the adoption of restrictive legislation affecting civil society. At the same time, the European Union has signaled the possibility of additional measures in response to democratic backsliding.

Olesya Vartanyan testifying before a hearing of Helsinki Commission leadership from the House and Senate in 2024.

The congressional event also took place against a broader geopolitical backdrop. The United States has shown increased interest in expanding trade and transport connectivity between Central Asia and Europe through the South Caucasus. Following U.S.-facilitated diplomatic efforts between Armenia and Azerbaijan in 2025, Washington has emphasized regional stability as a strategic priority.

In her remarks, Vartanyan structured her recommendations around three core lessons drawn from Georgia’s own political history. She argued that any sustainable reset in U.S.-Georgia relations must be grounded in a genuine political settlement inside the country. She outlined a roadmap centered on inclusive dialogue, compromise across political divides, and a longer-term vision for institutional reform.

“No process will succeed without a real prospect of equal access to power for all political groups,” she stated, arguing that technical reforms alone are insufficient if political actors do not believe that power can change hands peacefully. The process, she suggested, should include elements of transitional justice as well as political agreements capable of restoring public trust.

The United States, she noted, remains uniquely positioned to encourage meaningful dialogue. “No process can succeed without a strong external guarantor,” she said, referencing earlier moments when international mediation helped overcome political stalemate in Georgia.

She also cautioned that U.S. sanctions should be used strategically and paired with diplomacy. Drawing on comparative experience, she observed that punitive measures are most effective when complemented by political engagement; absent diplomatic follow-up, they risk entrenching positions and increasing pressure on vulnerable groups within society.

Linking domestic reform to international strategy, Vartanyan warned that “without meaningful contribution to a political resolution, no reset in U.S.–Georgia relations will be sustainable.” If the structural roots of the crisis remain unaddressed, she argued, Georgia risks entering repeated cycles of instability, with consequences for its sovereignty and for broader regional security.

The briefing attracted considerable attention both in Georgia and among policymakers in the United States and Europe. Broadcast live, it was followed by viewers in Georgia despite the late hour. Local media outlets widely reported on the discussion, and transcripts of Vartanyan’s remarks circulated in both English and Georgian. Commentators across the political spectrum described the proposals as a structured and actionable roadmap for beginning a credible political process.

Although Georgia’s political crisis remains unresolved, the congressional exchange reinforced the central message of her intervention: that stability cannot be achieved through tactical resets alone. By linking domestic political reform to broader regional and strategic considerations, Vartanyan’s remarks positioned crisis resolution not as a concession to one side, but as a prerequisite for Georgia’s long-term resilience and for effective U.S. engagement in the South Caucasus. At a moment of heightened polarization, her intervention introduced a policy framework that moved the discussion from managing crisis to resolving it.

Carter School News

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May 29, 2026
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Meet the Two Carter Undergraduates Who Presented at the 2026 Oxford Consortium for Human Rights in War and Climate Emergency Conference
April 27, 2026
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Carter School welcomes Walk for Peace to Northern Virginia

Katarina Benson — Wed, 18 Feb 2026 18:21:35 +0000

Carter School welcomes Walk for Peace to Northern Virginia Katarina Benson Wed, 02/18/2026 - 13:21

From October to mid-February, the Venerable Buddhist monks of the Dhammacetiya Huong Dao Vipassana Bhavana Center of Fort Worth, Texas walked more than 2,300 miles to Washington, D.C. Known as the Walk for Peace, their goal was to raise awareness of the global need for peace as well as how we can practice and foster peace in our own lives and neighborhoods.

Carter School students Angelina Di Matteo and Grace McIntyre traveled to Fort Belvoir to greet the monks as they arrived for their lunch break at the Chùa Hoa Nghiêm temple. Photo provided

On February 8and 9, students and staff from 91��’s Jimmy and Rosalynn Carter School for Peace and Conflict Resolution gathered together in the cold and wind to greet and witness the Walk for Peace.

The monks, ranging in age from 29-68, represent monasteries and temples from around the globe. In past years, they have gathered for walks in other locations across the globe, including India, Cambodia, and Thailand. They gather when there is a sense that the world is in crisis, and peace is especially needed.

On Sunday, February 8, Carter School undergraduates Angelina Di Matteo and Grace McIntyre traveled to Fort Belvoir, Virginia, to greet the monks as they arrived for their lunch break at the Chùa Hoa Nghiêm temple. Carter School doctoral student Heather Rosso was one of the volunteers escorting the monks as they arrived at the temple.

Rosso had been following the Walk for Peace on Facebook when she noticed a call for volunteers at the Virginia locations and volunteered. “We were told to be prepared for anything, including the cold weather, so I bundled up and headed to the temple.”

Rosso’s assignment was to escort the monks through the temple grounds while maintaining crowd control and respect for the monks. In addition to typical crowd control for an event, the monks required special care and attention. “For monastic reasons, we had to be sure nobody touched or approached the monks.”

"It was an amazing experience," said Rosso, who studies U.S. mass violence, extremism, and coercive control. "It was bitter cold and windy, filled with love and peace, long hours on our feet, and over in what seemed like the blink of an eye. I was so honored to have been among those chosen to assist as a volunteer that morning."

The next day, February 9, one of the last days of the walk, George Mason students, members of the Carter School, and Mason Square faculty and staff greeted the monks as they passed by Vernon Smith Hall at Mason Square in Arlington, Virginia. They were joined by the Rotarians from District 7620. The Rotary is a Carter School partner organization, as both share a mission of fostering peace locally and globally. Participants laid yellow flower petals along the monks’ path, and greeted them with a banner, flowers, and signs representing the Carter School for peace studies.

The gathering was an incredible experience filled with “fellowship, hope, peacefulness, healing, resilience,” said Shirley Al-Jarani, director of operations for the 91�� Instructional Foundation (GMUIF). Al-Jarani captured the experience well when she recalled, “The hope I felt as a group of virtual strangers [as we] talked in fellowship getting to know each other realizing we may never meet again but we were connected in that moment and stood together in solidarity for peace and hope.”

From left, Mark Flanigan, Paul Snodgrass, Monica Solis, Heather Rosso, Shirley Al-Jarani, Angela Mandizvidza, and Rotary's Mari Clark welcomed the Walk for Peace with a banner as the monks made their way through Arlington. Photo provided

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Study abroad influenced this graduating senior’s worldview

Katarina Benson — Tue, 02 Dec 2025 23:30:30 +0000

Study abroad influenced this graduating senior’s worldview Katarina Benson Tue, 12/02/2025 - 18:30

Honor College student Cashlyn Bonds said her time at 91�� has been defined by her passion for justice, human security, and international understanding.

She graduates in December with a BA in Conflict Analysis and Resolution with a concentration in human security and justice, from the Jimmy and Rosalynn Carter School for Peace and Conflict Resolution. She also has minors in intelligence studies and Spanish.

Her commitment to understanding and resolving global conflicts through empathy, research, and collaboration are the driving forces behind her academic success, she said.

Bonds has studied all over the globe. In the summer of 2023, she participated in a study-abroad program in the Balkans, traveling to Bosnia and Croatia through Mason Korea to study the aftermath of the Yugoslav Wars.

Cashlyn Bonds. Photo by Evan Cantwell/Office of University Branding

Most recently, she completed a semester-long exchange program in Madrid, Spain, where she furthered her cross-cultural understanding and Spanish proficiency.

“The global perspective and meeting people from all around the world has proved to be the most influential thing in my life,” Bonds said of her time at George Mason.

Her commitment to service at George Mason began her first year when she joined George Mason’s chapter of Camp Kesem, for children whose parents have had cancer. She attended the camp as a child growing up in Metairie, Louisiana.

“Knowing that you were part of something as a child and seeing how you can continue the cycle and continue spreading joy fulfills you and fulfills the community,” she said.

She also served as the communications director for the university’s chapter of Pi Gamma Mu, the International Honor Society in Social Sciences.

After graduation, she plans to continue her education and pursue a career in international law and humanitarian advocacy. She hopes to use the knowledge and perspective she gained at George Mason to create meaningful change and promote peace and equity across communities.

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Where Elements Meet: The Glow of Unity

Paul Snodgrass — Tue, 01 Jul 2025 14:49:12 +0000

Where Elements Meet: The Glow of Unity Paul Snodgrass Tue, 07/01/2025 - 10:49

For the past 10 years, the Carter School for Peace and Conflict Resolution at George Mason has partnered with Shinnyo-en Foundation in their shared mission of developing young people as peacebuilders. In a world of division, both the Carter School and Shinnyo-en Foundation seek to bring groups together, navigate darkness, and illuminate paths toward peace.

Hawaii’s Shinnyo Lantern Floating Ceremony. 2025. Photo provided.

Each year, Hawaii’s Shinnyo Lantern Floating Ceremony draws thousands to Ala Moana Beach on Memorial Day. This year, Jane Walker, Director of Student Services at the Carter School, was brought to the festival by Shinnyo-en Foundation as a special guest.

The Lantern Floating Ceremony honors those who have passed, offering a collective moment for reflection, remembrance, and hope. The lanterns are released onto the water at sunset, symbolizing peace and connection across time and space. This year, 6,000 lanterns were set afloat, each representing personal stories of heartbreak and gratitude, among many other emotions of the evening.

Jane Walker with a group of students. Photo provided.

Walker described the experience as profound. “I was moved by the quiet power of the ceremony and the shared human longing for peace, healing, and unity. It reminded me why peacebuilding work matters. The message, centered around fire and water—opposing elements, yet coexisting, deeply resonated with me. The lanterns, though fragile, lit the night without being extinguished or consumed. They floated through uncertain waters, offering light and harmony. This inspiring event refueled my commitment to support peacebuilding work.”

In the past, Shinnyo-en Foundation offered a Fellowship to a single Carter School undergraduate student each year. This year, the foundation shifted their funding to support the Carter School’s Conflict Resolution Youth Summit (CRYS), a four-day learning experience for high school students to learn leadership and conflict resolution skills and to discuss current issues facing society.

Jessica Jeffers, Shinnyo-en Fellow 2024-25. Photo provided.

The final Shinnyo-en Fellow was Jessica Jeffers, who, during her 2024-25 fellowship, worked with Fairfax County Neighborhood and Community Services in the Fairfax County Youth Innovation Unit. Jeffers worked with this unit to support the implementation of Re-Engagement Centers across Fairfax County, which assist youth ages 14–24 in continuing their educational journey and/or beginning their career pathways.

Jeffers further strengthened her skills in coordinating career fairs, facilitating youth focus groups, and supporting the development of a restorative justice initiative that focuses on peer-to-peer practices

The partnership between the Carter School and Shinnyo-en Foundation represents more than just shared programs or events; it embodies a commitment to the belief that peace is achievable and that young people are vital to creating it. When we work together, our lights combine to illuminate even the darkest waters.

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