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The four-year long action research in far-eastern Nepal blends peace education, social studies and local (ethnic) politics within national, post-conflict, and state-building efforts. The outcomes of these studies and programs suggest a recipe for peaceability that could be included in the country's educational curricula. A formula-PACE B3.i3 squared-synthesizes how educationalists may transform teaching into laboratories to develop the future peace-makers of their nation. Isabelle Duquesne is affiliated with the International Peace Research Association Foundation (IPRA), and the UNESCO Chair for Peace Studies, Univeristy of Innsbruck (Austria). (Series: Studies on Education, Vol. 4) [Subject: Sociology, Peace Studies, Tibetan Studies, Asian Studies]Ã?Â?
Increasing inequalities, political movements and violent extremism across the world cause social and political instability in which education is enormously implicated. Placed firmly in this wider global context, this volume explores interactions between education and armed conflict during the 'People's War' (1996 – 2006) in Nepal. Building upon theoretical concepts that deal with multifarious links between education and conflict, Tejendra Pherali provides a critical analysis of the contentious role of education in the emergence of conflict, as well as the effects of violence on education. Pherali engages with sociological and political theories to analyse the emergence and expansion of armed rebellion and discuss implications for peacebuilding and social transformation. He argues that education in Nepal played a complicit role in the conflict, primarily benefitting the traditionally privileged social groups in the society and hence, perpetuating the existing structural inequalities, which were the major causes of the rebellion. Schools, trapped in the middle of the conflict between the Maoists and the security forces, became a significant political space that facilitated critical education, providing intellectual strength to the violent rebellion. Exploring education after the conflict, the author argues that the reconstruction should adopt a 'conflict-sensitive' approach to deal with issues concerning educational inequity, social exclusion, and political hegemony of the privileged social groups. The volume provides invaluable insights into post-conflict opportunities and challenges for educational reforms that align with inclusive democracy, social justice and equitable development.
Argues that in situation of armend conflict and insecurity, deliberate attack on and threats against learner, academic, teachers and education facilities are both a barrier to the right to education and a serious protection issue. Examines the nature, scope, motives and impact of attacks on education and of the work that is being done by communities, organizations and governmnents to prevent and respond to such violence.
This book presents an overview of the democracy movement and the history of education in Nepal. It shows how schools became the battleground for the state and the Maoists as well as captures emerging trends in the field, challenges for the state and negotiations with political commitments. It looks at the factors that contributed to the conflict, and studies the politics of the region alongside gender and identity dynamics. One of the first studies on the subject, the book highlights how conflict and education are intrinsically linked in Nepal. It illustrates how schools became the centre of attention between warring groups and how they were used for political meetings and recruitment of fighters during the political transitions in a contested terrain in South Asia. It brings to the fore incidents of abduction and killing of teachers and students, and the use of children as porters for arms and ammunitions. Drawing extensively on both primary and secondary sources and qualitative analyses, the book provides the key to a complex web of relationships among the stakeholders during conflict and also models of education in post-conflict situations. This book will interest scholars and researchers in education, politics, peace and conflict studies, sociology, development studies, social work, strategic and security studies, contemporary history, international relations, and Nepal and South Asian studies.
Over one billion people under the age of eighteen live in territories affected by armed conflict. Despite this, scholars and practitioners often lack a comprehensive knowledge of how children both struggle within and shape conflict zones. Children and Global Conflict provides this understanding with a view to enhancing the prospects of conflict resolution and peacebuilding. This book presents key ideas and issues relating to children's experiences of war, international relations and international law. The authors explore the political, conceptual and moral debates around children in these contexts and offer examples and solutions based on case studies of child soldiers from Vietnam, child forced migrants in Australia, young peace-builders in post-conflict zones, youth in the international justice system, and child advocates across South Asia and the Middle East.
This book offers a critical analysis of the impact of the Fast Track Land Reform Programme (FTLRP) in Zimbabwe, looking at the extent to which the politicization of the land question degenerated into chaos and violations of human rights, with a special emphasis on children’s right to education. Additionally, the book provides recommendations on how best to improve access to education, even in times of conflict such as the one witnessed during the FTLRP. Furthermore, and most importantly, it also re-visits the question of the much-hyped FTLRP and the enduring impact which it has left on the victims, mostly children, and how their quest for a bright future was obliterated within a few months of the programme’s implementation.
When wars break out, international attention and media reporting invariably focus on the most immediate images of human suffering. Yet behind these images is a hidden crisis. Across many of the world's poorest countries, armed conflict is destroying not just school infrastructure, but the hopes and ambitions of generations of children. The hidden crisis: Armed conflict and education documents the devastating effects of armed conflict on education. It examines the widespread human rights abuses keeping children out of school. The Report challenges an international aid system that is failing conflict-affected states, with damaging consequences for education. It warns that schools are often used to transmit intolerance, prejudice and social injustice. This ninth edition of the Education for All Global Monitoring Report calls on governments to demonstrate greater resolve in combating the culture of impunity surrounding attacks on schoolchildren and schools. It sets out an agenda for fixing the International aid architecture. And it identifies strategies for strengthening the role of education in peacebuilding. The Report includes statistical indicators on all levels of education in more than 200 countries and territories. It serves as an authoritative reference for education policy-makers, development specialists, researchers and the media
This book explores how, and if, formal education affects peacebuilding in post-conflict societies. As schooling is often negatively implicated in violent conflict, the author highlights the widely expressed need to ‘build back better’ and ‘transform’ schooling by changing both its structures and processes, and its curriculum. Drawing upon research from a wide range of post-conflict developing societies including Cambodia, Colombia and Kenya, the author examines whether there is any empirical support for the idea that schooling can be transformed so it can contribute to more peaceful and democratic societies. In doing so, the author reveals how the ‘myth’ of building back better is perpetuated by academics and international organisations, and explains why formal education in post-conflict developing societies is so impervious to radical change. This important volume will appeal to students and scholars of education in post-conflict societies.
Countries emerging from civil war or protracted violence often face the daunting challenge of rebuilding their economy while simultaneously creating the political and social conditions for a stable peace. The implicit assumption in the international community that rapid political democratisation along with economic liberalisation holds the key to sustainable peace is belied by the experiences of countries such as Iraq and Afghanistan. Often, the challenges of post-conflict reconstruction revolve around the timing and sequencing of different reform that may have contradictory implications. Drawing on a range of thematic studies and empirical cases, this book examines how post-conflict reconstruction policies can be better sequenced in order to promote sustainable peace. The book provides evidence that many reforms that are often thought to be imperative in post-conflict societies may be better considered as long-term objectives, and that the immediate imperative for such societies should be 'people-centred' policies.
This collection brings together academic contributions from specialists working in a newly emergent area of study, that of education in situations of conflict. It seeks to promote understanding of the complex ways in which education can play both a reproductive and a transformative role in such circumstances.