#post-conflict peacebuilding

History education and reconciliation in (post)conflict societies

This essay by Jamie Wise considers the role of history education in shaping collective memory and intergroup relations in (post)conflict contexts. History education intersects with peace education by focusing on how narratives about past violence are invoked and constructed in (post)conflict educational settings.

Peace education for a better future in DRC

Although peace seems to have returned, many children who survived the conflict between ethnic groups in DRC are still struggling with the trauma and negative emotion caused by memories of the horrendous acts of violence.

The success of post-conflict peace studies rests with teaching teachers

In recent years, it has become common practice within post-conflict countries to introduce peace education or human rights courses into the school curricula. Unfortunately teachers in post-conflict situations may carry deep psychological scars and prejudices. Unless they are given the necessary support to deal with these issues they are unlikely to be effective in implementing a peace education course.

Will peace in Colombia mean progress for universities?

A range of recent programmes have attempted to make Colombia more globally competitive in higher education. Amongst these programs are new international summer schools that bring together about 300 Colombian academics and students with international experts, including Nobel prizewinners, to address one of the three key “pillars” – equity, education and peace – flagged up in the president’s National Development Plan.

The coming of peace is naturally welcomed, but universities seem cautious in their optimism about what it is likely to mean for them. Universidad del Norte’s Roa expects “great economic investments for the post-conflict transition” but sees no evidence that increased funds will be directed towards higher education.

New Book – Peace Education in a Conflict-Affected Society: An Ethnographic Journey

Peace education initiatives have been subject to heated public debate and so far the complexities involved have not been fully understood. This multilayered analysis examines how teachers negotiate ideological, pedagogical and emotional challenges in their attempts to enact a peace education policy. Focusing primarily on the case study of conflict-affected Cyprus, Michalinos Zembylas, Constadina Charalambous and Panayiota Charalambous situate the Cypriot case within wider theoretical and methodological debates in the field and explore the implications of their findings for theory and practice.

Peace-based storytelling session sparks hope in conflict-affected, underdeveloped communities (Philippines)

In conflict situations, stories enable societies to connect, engage, and even provide opportunities to resolve conflicts. They help in socializing — countering false stereotypes and narratives that justify violence and conflict thereby assisting the process of peacebuilding. Noting the value and importance of Executive Order No 570 s. 2006, known as Institutionalizing Peace Education in Basic Education and Teacher Education, storytelling sessions were held across Payapa at Masaganang Pamayanan (PAMANA) areas during the 2016 National Peace Consciousness Month.

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