Sustainable Development Goal 16 commits to ‘promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels’. While the concerns of SDG16 with violence reduction, rule of law, and governance are relevant to all societies, this paper focuses on fragile and conflict-affected countries, many of which have the hardest task in achieving SDG16. It analyses how higher education can contribute towards—or detract from—SDG16 through teaching, research, governance, and external leadership. It then analyses four dynamics influencing the agency of universities in fragile and conflict-affected contexts in engaging with SDG16: resource mobilisation and the public good; securitisation; academic freedom, insecurity, and politicisation; and tensions between demands for localisation and the universalising logics of liberal peacebuilding models and the SDGs.

中文翻译：

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在脆弱和受冲突影响的背景下的高等教育和可持续发展目标16

可持续发展目标16承诺“促进可持续发展的和平与包容性社会，为所有人提供诉诸司法的机会，并在各级建立有效，负责任和包容性的机构”。尽管可持续发展目标16与减少暴力，法治和治理有关的问题与所有社会都息息相关，但本文重点关注脆弱和受冲突影响的国家，其中许多国家在实现可持续发展目标16方面的任务最为艰巨。它分析了高等教育如何通过教学，研究，治理和外部领导力为SDG16做出贡献或降低SDG16。然后，它分析了在脆弱和受冲突影响的环境中影响大学机构参与SDG16的四个动力：资源动员和公共利益；证券化 学术自由，不安全感和政治化；