| dc.description.abstract | The Arab spring led to increased interest in studying nonviolent action and transnational factors that affect nonviolent mobilization. Several recent studies on nonviolence mention learning, but they do not study it. I therefore want to contribute to a better understanding of learning in nonviolent campaigns. I study the case of the Independence Intifada in Lebanon in 2005 and how the actors in this campaign learned from previous campaigns in Serbia (in 2000) and Ukraine (in 2004). I use Dolowitz and Marsh’ Policy Transfer Framework to structure the discussion of what was transferred and how the learning happened. The main focus of this thesis is cross-national learning from previous nonviolent campaigns. I ask the question of whether the actors in the Lebanese Independence Intifada learned from previous nonviolent campaigns? If they did, how did this learning happen? I find information that indicates that the actors in the Independence Intifada were aware of the campaign in Ukraine, and were inspired by it. I define inspiration as a type of learning, and can therefore conclude that some learning happened. It is difficult to document which actors were involved in the learning process, however, as the empirical material does not yield a unified picture. When it comes to the question of what is actually transferred it is difficult to give a clear answer. I have compared the methods used in Serbia, Ukraine and Lebanon, and I find similarities between the campaigns. For example, they all had a strong focus on branding. Both the campaign in Ukraine and the one in Lebanon had a tent camp in the main square of the capital with a strong youth presence. Similarities like this can give an indication that there has been learning, but without clear evidence of direct transfer I cannot conclude this with certainty. | eng |