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The learning outcomes of this paper are as follows: to uncover the social innovation in the peacebuilding model of the Children for Peace Initiative (CPI); to identify the key success factors of the CPI model; to discuss the sustainability of the model of CPI-Kenya; and to apply the contact theory and personal transformation theory to CPI model.

The case is written to address the issue of intercommunity peacebuilding between the Pokot and Samburu. It focusses on social innovation in peacebuilding implemented in seven villages among the Pokot and Samburu. The activities revolve around the involvement of children as key actors in peacebuilding and the exchange of heifer between the communities to sustain the peace. The heifer is one of the sources of conflict. In this case, this powerful cultural symbol is used to create bonding and friendship between the conflicting communities. While there were many peacebuilding attempts in the pastoralist communities, CPI-Kenya introduced a model that focusses on building a new human relationship between the communities. It includes all the social groups of the communities, making it more successful and sustainable than other previous attempts.The two co-founders, Monica Kinyua and Hilary Bukuno, narrated the story of how the CPI-Kenya started, highlighting the uniqueness of their peace-building approach and the strategy they adopted to build a new relationship between the communities. They shared powerful stories of how CPI managed to bring a peaceful living between the Samburu and Pokot in Baragoi, particularly in Amaya and Longewan villages.In the beginning, the main challenge for the CPI-Kenya team was finding the right approach to implement their peace innovation by making children become the catalyst of peace in their communities. With children at the centre of the CPI model, the best approach was getting entry through schools. The school is an accepted social system that has over time gained trust from all parents who send their children there.The case provides the students with the element that is essential for social innovation in the community. The students can learn from the case the importance of collaboration for social initiative, community engagement and inclusive peacebuilding. It portrays a unique strategy in community leadership and management. Further, the students will learn one concrete application of the human contact theory and personal transformation theory. The case highlight how cultural symbols that are sources of conflict can be turned into the symbol of peace. Starting with one group of people in a community and growing into other groups in the same community through a ripple effect.

The case can be used for Master’s and Doctorate.

Teaching notes are available for educators only.

CSS 11: Strategy.

Urban poverty, mobilization, leadership, communication

This case is intended for graduate/postgraduate and MBA courses that discuss management issues in relation to corporate social responsibility, business and society or global issues. This case was successfully tested in an MBA course on sustainable development. These teaching notes result from this in-class experience.

The morning of January 22, 2009. Cali, Colombia – Alicia Meneces was a member of the inaugural panel of the Simposio Internacional: Microfinanzas y Construcción de Paz (International Symposium: Microfinance as a Tool for Peacebuilding). The panel was composed of Álvaro Uribe (President of the Republic of Colombia), Enrique Garcia Rodriguez (President of the Development Bank of Latin America-CAF) and Luis Alberto Moreno (President of the Inter-American Development Bank). Her presence contrasted with that of the other panelists on several accounts: she was the only woman, she was the only panelist with direct and daily experience in poor neighborhoods and she was the only one familiar with the everyday processes of community mobilization in relation to microcredit in underprivileged communities. The case focuses on the message that Alicia Meneces intended to deliver to the audience of the Symposium based on her trajectory as a woman, as a community leader, and as the founder of the first Grameen microfinance institution in Colombia.

After using this case, students will be able to improve their understanding of poverty traps in developing countries; appreciate the challenges of living in poverty and the mechanisms of poverty production; and understand different forms of leadership.

Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.