Alexander Cromwell is an Assistant Professor in Interdisciplinary Arts and Sciences at Utah Tech University. He teaches core courses in the individualized studies and integrated studies programs and various topics courses focused on peace and conflict resolution. Alex also teaches a study abroad course that works with Myanmar migrants in Thailand. He has conducted research on peace education and peacebuilding in contexts such as Pakistan, Afghanistan, Indonesia, Cyprus, and the US. His work has been published in various academic journals and in edited volumes (see the detailed list below). He previously taught at George Washington University, American University, and George Mason University, where he received his PhD in Conflict Analysis and Resolution. He is also a peacebuilding facilitator and has been working for over 15 years in conflict resolution and leadership programs with youth from the Middle East, South and Central Asia, Southeast Asia, Africa, Europe, and the US.
ResearchGate profile: https://www.researchgate.net/profile/Alexander-Cromwell
Google Scholar profile: https://scholar.google.com/citations?user=WkAdI2QAAAAJ&hl=en&oi=ao
Study Abroad program to Thailand: https://studyabroad.utahtech.edu/faculty-led-programs/thailand/
Publications:
Cromwell, Alexander and Saaya Miyashiro. 2024. “Promoting Learning about Precarity and Resilience in War: Virtual Encounters between Afghan and American Students in International Studies Courses.” International Studies Perspectives 25, no. 1 (February): 1-23. https://doi.org/10.1093/isp/ekac020
Cromwell, Alexander. 2024. “Building Social Capital through Encounter-Based Peace Education: How Pakistani Youth Sustain Motivation for Peacebuilding and Social Cohesion.” Compare: A Journal of Comparative and International Education 54, no. 4 (June): 698-716. https://doi.org/10.1080/03057925.2022.2129955
Kalhoro, Javed Ali and Alexander Cromwell. 2022. “Musharraf’s Enlightened Moderation Program: An Attempt at Transforming Education in Pakistan.” In Teaching Peace and Conflict: The Multiple Roles of School Textbooks in Peacebuilding, edited by Catherine Vanner with Spogmai Akseer and Thursica Kovinthan Levi, 43-61. New York: Springer. https://link.springer.com/chapter/10.1007/978-3-031-04676-6_3
Cromwell, Alexander. 2022. “Peace Education as a Peacemaking Tool in Conflict Zones.” In Contemporary Peacemaking: Peace Processes, Peacebuilding, and Conflict. 3rd ed., edited by Roger Mac Ginty and Anthony Wanis-St. John, 507-532. Basingstoke: Palgrave Macmillan. https://link.springer.com/chapter/10.1007/978-3-030-82962-9_24
Cromwell, Alexander and Margarita Tadevosyan. 2021. “Deconstructing Positionality in Conflict Resolution: Reflections from First-Person Action Research in Pakistan and the South Caucasus.” In “AR and Conflict Transformation” Special Issue, Action Research 19, no. 1 (March): 37-55. https://doi.org/10.1177%2F1476750320960803.
Phillips, Nicole and Alexander Cromwell. 2020. “Building Bridges in Police-Youth Relations through Experiential Peacebuilding: How Reduced Threat and Increased Humanization Impact Racialized Structural and Direct Violence in Baltimore.” Journal of Peace Education 17, no. 3: 324-345. https://doi.org/10.1080/17400201.2020.1782181.
Cromwell, Alexander. 2019. “How Peace Education Motivates Youth Peacebuilding: Examples from Pakistan.” International Journal of Educational Development 66 (April): 62-69. https://www.sciencedirect.com/science/article/pii/S0738059318305388?dgcid=author
Cromwell, Alexander. 2019. “Cultivating Transformation in Field-Based Courses.” In Conflict Zone, Comfort Zone: Ethics, Pedagogy, and Effecting Change in Field-Based Courses, edited by Agnieszka Paczynska and Susan F. Hirsch, 199-220. Athens: Ohio University Press. https://doi.org/10.2307/j.ctv224txmf.14