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Dissertations / Theses on the topic 'Education in post-conflict societies'
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1
Jarvis, Lukas. "Classroom Reintegration : Education as a tool for Social Reintegration Post-Conflict Societies." Thesis, Uppsala universitet, Institutionen för freds- och konfliktforskning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-373123.
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Slade, Steven. "Peace Education for Children in Post-Conflict Societies as Part of a Conflict Transformative Approach: Theory in Practice?" Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23100.
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The aim of this study is to develop an understanding of how peace education for children can work as part of a broader conflict transformation process in intractable and post-conflict societies. The study sets out to establish if and how theoretically researched knowledge combines with the actual practical work of peace educators and to note the contribution of peace education in the transformative approach.To assist in achieving my aims, I am applying a comparative evaluation method that allows for a comparison to be made between theory and practice. I have devised two case illustrations concerning specific organisations which can be evaluated with regard to their work with peace education. I have also conducted a thorough literature analysis which has enabled the study to incorporate appropriately selected theoretical approaches to be examined against the work of the practitioners.The research concludes with a discussion centred on my findings and the normative standpoint that I take: that peace education certainly plays a significant role in the overall conflict transformative process and that theoretical knowledge can and should be the basis of its practical work.Keywords: Peace education, conflict transformation, children, post-conflict, theory and practice
3
Devlin, Sean Edward. "Education, Literacy and Ink Pots: Contested Identities in Post-Emancipation Barbados." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539626552.
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Edwards, Madeleine. "Houses of the People: Rural Education and Post-Revolutionary Constructions of Citizenship in Mexico 1917-1940." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1207.
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This thesis argues that the curricula distributed among the newly founded, rural socialist schools in Mexico after the Revolution of 1910 created a new narrative about one of the most explosive moments in Latin American history. It describes the ways that women's work was increased by charging mothers with additional burdens of raising revolutionary citizens and developing the ideals of the revolution at home. The thesis gives a close read of one major children's novel of the time as well as articles from a teachers' magazine to discuss the ways that the post-revolutionary state government promoted indigenous ethnocide in the wake of the 1910 revolution and consolidated political power to the hands of the official state party which has dominated Mexican politics ever since.
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Sejdija, Adela. "Children and reconciliation in post conflict societies." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35940.
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On a daily basis we hear or read about new atrocious and violent conflicts that are emerging in countless countries around the world. At the same time, some of the previous conflicts are winding down and leading to negotiations and peaceful resolutions. In either of the cases, peacebuilding initiatives are put into place to establish relationships between the divided population which is and/or was at war. There are countless reconciliation methods which are used to reconcile the adult population which is and/or was in conflict with each other. Nonetheless, how and which reconciliation approaches are used when it comes to reconciling the children that have been directly or indirectly affected by the conflict in their country is not discussed to the same extend. Thus the objective of this study is to analyse the available literature in order to gain a greater understanding of the methods which children partake in in order to foster reconciliation in a post-conflict environment. In total, 18 cases which pertain to children and reconciliation were analysed in order to find patterns, gaps and commonalities in the texts through the textual content analysis method. Furthermore, the findings were analysed in accordance to Galtung´s 12 reconciliation approaches. Based on the analysis, it became clear how limited and scarce the literature is on reporting on the ways in which children reconcile. Furthermore, all of the texts present children as innocent victims who are not to blame for what had occurred. Despite the fact that children were victims as well as perpetrators in the conflict. Additionally, there is a clear distinction in the methods which are used to reconcile child soldiers versus children that were not directly involved in the conflict. In other words, many of the findings can aid in branching out the research to explore further the differences between child soldiers and non-child soldiers, as well as the general perception of children as victims. In addition, the concept of childhood and when one is considered a child should be explored, especially in non-western cultures, where an individual is considered a child under the age of 18, yet in other cultures “children” under 18 are married, have their own children, are responsible for their parents and very much live “adult” lives.
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Kaye, Matthew D. "A Study of Primary Schools in the Elias Piña Province on the Dominican Haitian Border: Immigrant Haitian Access to Education in the Dominican Republic in the 2010 Post-Earthquake Era." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/17.
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The research question of the study asked "In the post 2010 earthquake, what are the conditions faced by Haitian immigrants in accessing primary public education in the Dominican Republic"? Within the context of primary education, the study takes place in the town of Comendador, the capital of the Elías Piña province in the Dominican Republic. Using a mixed methods approach, incorporating ethnographic methods and database analysis, the study documents the voices of Haitian and Dominican parents, Dominican school personnel, non-governmental organization (NGO) officials and community stakeholders. Within the construct of access, there are six areas of focus: educational policy, curriculum and instruction, professional development and resources, parent involvement, intercultural communications, and praxis. Data collection tools included field notes, participant observation, semi-structured interviews, analysis of the Latin American Opinion Project (LAPOP), and analysis of a household composition database. The findings of the study indicate six themes: (1) educational policy, Dominican law provides Haitian children with school registration, yet school officials are allowed the flexibility of adherence; (2) curriculum and instruction, using a national curriculum, teachers are not providing a comprehensible education to Haitian students; (3) professional development and resources, teachers recognized the need to make instruction meaningful for Haitian students; (4) parent involvement, undocumented Haitian parents did not feel safe at school sites; (5) intercultural communications (ICC), educators' behaviors towards Haitian immigrant children and parents demonstrated empathy, yet lacked more advanced levels of ICC and, (6) praxis, there was an absence of advocates for Haitian. In the case of stakeholders and educators in Elías Piña the study suggests that, for the most part, few had the experience and background to understand the complexity of Haitian immigrant students and families who expressed living in fear of the authorities, suspicion of who to trust, and despair with regards to living day to day. While education for their children was seen as a positive need for survival in the Dominican Republic, Haitians' lack of understanding of the Dominican educational system leads to the perception that Haitian immigrant parents were not engaged in the education of their children.
7
Figone, Kelsey E. "The Hegemony of English in South African Education." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/43.
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The South African Constitution recognizes 11 official languages and protects an individual’s right to use their mother-tongue freely. Despite this recognition, the majority of South African schools use English as the language of learning and teaching (LOLT). Learning in English is a struggle for many students who speak indigenous African languages, rather than English, as a mother-tongue, and the educational system is failing its students. This perpetuates inequality between different South African communities in a way that has roots in the divisions of South Africa’s past. An examination of the power of language and South Africa’s experience with colonialism and apartheid provides a context for these events, and helps clarify why inequality and division persist in the new “rainbow nation.” Mending these divisions and protecting human dignity will require a reevaluation of the purpose of education and the capabilities of South African citizens.
8
McKay, Terrence Penn. "Minding the gap : filling the public security gap in post-war societies." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/7264.
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Mani, Rama. "Building a just peace : the quest for justice in post-conflict societies." Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246546.
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Akiyode-Afolabi, Abiola. "Gender justice in post-conflict societies : an assessmentof Sierra Leone and Liberia." Thesis, SOAS, University of London, 2013. http://eprints.soas.ac.uk/16643/.
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Efendi, Johari. "Civic Engagement and Collaborative Governance in Post-Conflict Societies: Case Study, Ambon, Indonesia." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13274.
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This study analyzes how civic engagement and collaborative governance can be used to build peace in post-conflict societies. A case study approach is used to examine the presence of civic engagement as a precursor to collaborative governance in the reconstruction of segregated areas in post-conflict Ambon, Indonesia. The study evaluates the effective ways that people were engaged in the multiple processes of reconstruction and assesses the readiness of Ambon to apply collaborative governance in current affairs. It finds that collaborative governance can be applied to public policy processes in segregated societies in post-conflict and can promote inter-society engagement. This study suggests that governments and NGOs in post-conflict areas could use a collaborative governance approach to sustain peace in post-conflict areas. The conclusions recognize that integrating collaborative governance into peace building programs is a crucial element of the peace building process in post-conflict areas, creating a greater likelihood for sustainable peace.
12
Teng, Koytry. "Clientelism and Party Institutionalization in Post-Authoritarian/Post-Conflict Regimes: The Case of Cambodia." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1430869960.
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Sannerholm, [Zajac-Sannerholm] Richard. "Legal, Judicial and Administrative Reforms in Post-Conflict Societies: Beyond the Rule of Law Template." Örebro universitet, Akademin för juridik, psykologi och socialt arbete, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-5910.
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A common position adopted by the international community is that establishing the rule of law after violent internal conflict is an essential prerequisite in the transition from war to peace. In practical terms, this often translates into projects and programmes directed at the criminal justice sector. Rarely is rule of law acknowledged in relation to administrative law, public governance and economic management. This has several negative effects, particularly in societies where public mismanagement, bad economic governance and corruption run high, and especially if one considers these issues as constituting a large part of the reason for state ‘failure’. But, a new trend is now vaguely discernible in the practice of the international actors involved in rebuilding war-shattered societies that gives priority to the rule of law in relation to public sector reform. Liberia provides, in this regard, an illustrative example through the agreement between the Transitional National Government of Liberia and donor agencies, where international experts will have co-signing authority over a number of budgetary issues, and where national judicial institutions will be strengthened in order to combat arbitrary governance and corruption.
14
Lundström, Hanna. "Post conflict development in ethnic divided societies : A comparative case study between Rwanda and Burundi." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100867.
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Abstract There has been lots of research written on Rwanda and Burundi, there are few texts written about comparing these two countries that are often described as “fake twins'' and their respective post conflict development models. Where Rwanda opted for security and development over democratic inclusion compared to Burundi´s models that focused more on power sharing and political inclusion over security and development. The overall literature on the subject is quite outdated and it touches more upon different ideas of post conflict development few texts are written on post conflict development and models in ethnic divided societies. This thesis compares Rwanda and Burundi’s post conflict development models. To understand the situation in these countries, the thesis provides an historical overview of these countries as well as the origins between the two main ethnic groups Hutu and Tutsi. As well has how the colonial period have been a big factor into shaping the current situations in the countries with the relationship between Hutu and Tutsi and Rwanda and Burundi’s present constitution. With the use of a structured focus comparative case study 8 secondary sources and semi-structured interviews were conducted on 4 key informative to gather data. Two theories were used to analyze the data material, security development nexus and historical institutionalism. Through the data materials findings could be analyzed where the different post conflict government that Rwanda and Burundi had implemented was compared and the conclusion could be drawn that creating a stable society in countries that have such an immense division between people is extremely difficult. In this thesis Rwanda and Burundi’s post conflict models were compared to understand the different effects and consequences of their respective post conflict model. The literature and interviewees believed the situation in Rwanda as better than Burundi in terms of development, however Burundi’s vision of creating a democratic and power-sharing government might turn out better in the long run, however they still have plenty of issues to deal with before that could happen.
15
Sepe, Czar Alexei. "From Beirut to Belfast: How Power-Sharing Arrangements Affect Ethnic Tensions in Post-Conflict Societies." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109162.
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Thesis advisor: Peter Krause<br>To what extent do power-sharing arrangements increase or decrease ethnic tensions? This thesis sets to explore this question using Lebanon and Northern Ireland as comparative case studies. I use Pierre Nora’s lieux de mémoire scheme of historical memory to craft a theory of sites of social interaction (SSI). In addition, I outline three main strategies of social cohesion in power-sharing institutions. SSIs and cohesion strategies that increase tensions will cause power-sharing failure in the long run, and vice versa. I conclude that there is a causal link between power-sharing arrangements and ethnic tensions in divided societies, through the mechanisms of SSIs and cohesion strategies. Lebanon and Northern Ireland encode power-sharing with different sites of social interaction, as a reflection of a society’s composition, and different cohesion strategies, as a reflection of power-sharing design. Power-sharing implementation provides us with the missing link in our knowledge of power-sharing and ethnic tensions<br>Thesis (BA) — Boston College, 2021<br>Submitted to: Boston College. College of Arts and Sciences<br>Discipline: Departmental Honors<br>Discipline: Political Science
16
Kamara, Mohamed Bendu. "Law enforcement and human rights in post-conflict African Societies: the case of Sierra Leone." Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/8060.
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The principal aim of this study is to examine law enforcement and human rights in a
post war African society: Sierra Leone. The major question addressed in the course of this research is: should respect for
human rights be relevant to law enforcement and should law enforcement officials in
post conflict societies (such as Sierra Leone) be bound by national and international
standards in domestic law enforcement in their countries? Also explores the use of dissuasive measures such as prosecution to minimise the culture of impunity by law enforcement officials especially during conflict and post conflict periods<br>Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2008.<br>A Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Professor Tsegaye Regassa, Faculty of Law, Addis Ababa University – Addis Ababa, Ethiopia<br>http://www.chr.up.ac.za/<br>Centre for Human Rights<br>LLM
17
Thomas, Desmond. "Culture, ideology and educational change : the case of English language teachers in Slovakia." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10020323/.
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This study of cultural and ideological aspects of educational change presents the case of state school teachers of English in Slovakia in the immediate post-1989 period. It considers the problems they face in the successful management of rapid change in their field, at the same time examining the implications of their situation for teacher education and support programmes in the region and elsewhere. It is argued that the voices of teachers, who are expected to act as both recipients and agents of change, have often been overlooked in previous studies of this type, with the ideas of the educational planner or innovator tending to dominate. The views of older, more experienced teachers in particular have seldom been consulted, with the result that they are sometimes perceived as being 'resistant to change'. In addition, many studies of change fail to take into consideration strong cultural and ideological influences on educational practice: it is claimed that these are of particular importance in the context of post-communist societies opening their doors to ideas imported from the West. In this study, a combination of interview, focus group and classroom observation data allows the voices of different protagonists (including educational specialists) to emerge. Through the juxtaposition of different accounts of the effects of educational change, it can be shown that successful change management depends very much on teachers themselves, and on their ability to resolve tensions between different cultural and ideological traditions. The provision of support for teachers via published materials, educational projects or collaborative networks also needs to take such traditions into account.
18
Rage, Anne-Britt. "Achieving sustainable peace in post conflict societies : an evaluation of South Africa's Truth and Reconciliation Commission." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5302.
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Thesis (MA (Political Science))--University of Stellenbosch, 2010.<br>Bibliography<br>ENGLISH ABSTRACT: This thesis explores whether sustainable peace can be achieved in post-conflict
societies using the transitional justice approach. In particular, the truth commission
is investigated as a mechanism of transitional justice. The South African Truth and
Reconciliation Commission (TRC) was selected as a case study to investigate the
relationship between sustainable peace and transitional justice. This thesis
analyses whether the TRC Commission followed its mandate, and whether there
are any specific definitions, conclusions or recommendations that the TRC through
its Final Report undertakes in order to fulfill a specific part of the mandate, namely
“to ensure that there would be no repetition of the past” (TRC vol. 5, chap. 8,
paragraph 14). This is done through a textual analysis of the Final Report of the
South African TRC, where inherent weaknesses of the Final Report in its aim of
achieving sustainable peace are read critically and deconstructively. It is further
analysed through linking the issue of sustainable peace to the field of transitional
justice and the study of political development on how future TRCs can deal with
the issue of sustainable peace.
This thesis comes to the conclusion that the South African TRC failed to contribute
to a significant analysis of how to prevent the repetition of the past. It is argued
that this is based on a lack of a coherent theoretical framework, as the Final
Report mixes two different truth finding mechanisms: micro-truth finding and
macro-truth finding, together with the just war theory. By analysing the TRC’s
theoretical framework through textual analysis, it becomes clear that micro- and
macro-truth finding is difficult to combine in one report, and that in the South
African case the micro-truth finding part is prioritised. However, the macro-truth
finding mechanism would have provided a more in depth analysis towards
sustainable peace – which in this thesis is read as Galtung’s positive peace and
Lederach’s structural peace – and is a necessary prerequisite in order to achieve
sustainable peace. Also the use of a traditional reading of the just war theoryThis thesis explores whether sustainable peace can be achieved in post-conflict
societies using the transitional justice approach. In particular, the truth commission
is investigated as a mechanism of transitional justice. The South African Truth and
Reconciliation Commission (TRC) was selected as a case study to investigate the
relationship between sustainable peace and transitional justice. This thesis
analyses whether the TRC Commission followed its mandate, and whether there
are any specific definitions, conclusions or recommendations that the TRC through
its Final Report undertakes in order to fulfill a specific part of the mandate, namely
“to ensure that there would be no repetition of the past” (TRC vol. 5, chap. 8,
paragraph 14). This is done through a textual analysis of the Final Report of the
South African TRC, where inherent weaknesses of the Final Report in its aim of
achieving sustainable peace are read critically and deconstructively. It is further
analysed through linking the issue of sustainable peace to the field of transitional
justice and the study of political development on how future TRCs can deal with
the issue of sustainable peace.
This thesis comes to the conclusion that the South African TRC failed to contribute
to a significant analysis of how to prevent the repetition of the past. It is argued
that this is based on a lack of a coherent theoretical framework, as the Final
Report mixes two different truth finding mechanisms: micro-truth finding and
macro-truth finding, together with the just war theory. By analysing the TRC’s
theoretical framework through textual analysis, it becomes clear that micro- and
macro-truth finding is difficult to combine in one report, and that in the South
African case the micro-truth finding part is prioritised. However, the macro-truth
finding mechanism would have provided a more in depth analysis towards
sustainable peace – which in this thesis is read as Galtung’s positive peace and
Lederach’s structural peace – and is a necessary prerequisite in order to achieve
sustainable peace. Also the use of a traditional reading of the just war theoryThis thesis explores whether sustainable peace can be achieved in post-conflict
societies using the transitional justice approach. In particular, the truth commission
is investigated as a mechanism of transitional justice. The South African Truth and
Reconciliation Commission (TRC) was selected as a case study to investigate the
relationship between sustainable peace and transitional justice. This thesis
analyses whether the TRC Commission followed its mandate, and whether there
are any specific definitions, conclusions or recommendations that the TRC through
its Final Report undertakes in order to fulfill a specific part of the mandate, namely
“to ensure that there would be no repetition of the past” (TRC vol. 5, chap. 8,
paragraph 14). This is done through a textual analysis of the Final Report of the
South African TRC, where inherent weaknesses of the Final Report in its aim of
achieving sustainable peace are read critically and deconstructively. It is further
analysed through linking the issue of sustainable peace to the field of transitional
justice and the study of political development on how future TRCs can deal with
the issue of sustainable peace.
This thesis comes to the conclusion that the South African TRC failed to contribute
to a significant analysis of how to prevent the repetition of the past. It is argued
that this is based on a lack of a coherent theoretical framework, as the Final
Report mixes two different truth finding mechanisms: micro-truth finding and
macro-truth finding, together with the just war theory. By analysing the TRC’s
theoretical framework through textual analysis, it becomes clear that micro- and
macro-truth finding is difficult to combine in one report, and that in the South
African case the micro-truth finding part is prioritised. However, the macro-truth
finding mechanism would have provided a more in depth analysis towards
sustainable peace – which in this thesis is read as Galtung’s positive peace and
Lederach’s structural peace – and is a necessary prerequisite in order to achieve
sustainable peace. Also the use of a traditional reading of the just war theory contributes to an individualisation of the truth finding process and does not
sufficiently support the macro-truths. Finally, by deconstructing the term never
again it is shown that this approach should not be used in the TRCs or in the wider
field of transitional justice
v<br>AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek of volhoubare vrede in postkonfliksamelewings met
behulp van die oorgangsgeregtigheidsbenadering bereik kan word. Meer bepaald
word die soeklig gewerp op die waarheidskommissie as meganisme van
oorgangsgeregtigheid. Die Suid-Afrikaanse Waarheids-en-Versoeningskommissie
(WVK) dien as gevallestudie om die verwantskap tussen volhoubare vrede en
oorgangsgeregtigheid te bestudeer. Die tesis probeer vasstel of die WVK sy
mandaat uitgevoer het, en of die Kommissie se finale verslag enige bepaalde
omskrywings, gevolgtrekkings of aanbevelings bevat “om te verseker dat die
verlede hom nie herhaal nie” (paragraaf 14, hoofstuk 8, volume 5 van die WVKverslag).
Dít vind plaas deur middel van ! tekstuele ontleding van die finale WVKverslag
wat die inherente swakpunte van dié dokument in sy strewe na volhoubare
vrede krities en dekonstruktief benader. Die verslag word voorts ontleed deur die
kwessie van volhoubare vrede te verbind met die gebied van oorgangsgeregtigheid
sowel as ontwikkelingstudies oor hoe toekomstige WVK’s die
kwessie van volhoubare vrede kan hanteer.
Die tesis kom tot die gevolgtrekking dat die Suid-Afrikaanse WVK nie ! bydrae
gelewer het tot ! sinvolle ontleding van presies hoe om ! herhaling van die
verlede te voorkom nie. Daar word aangevoer dat dít te wyte is aan die gebrek
aan ! samehangende teoretiese raamwerk, aangesien die finale verslag twee
verskillende waarheidsoekende meganismes vermeng – die mikrowaarheidsoeke
en die makrowaarheidsoeke – en ook van die geregverdigde-oorlog-teorie gebruik
maak. Deur die tekstuele ontleding van die teoretiese raamwerk van die WVKverslag
word dit duidelik dat ! mikro- en makrowaarheidsoeke moeilik in een
verslag te kombineer is, en dat, in die Suid-Afrikaanse geval, die mikrowaarheidsoeke
voorkeur geniet. Tog sou die makrowaarheidsoeke ! grondiger
ontleding bied vir die suksesvolle verwesenliking van volhoubare vrede, wat in
hierdie tesis as Galtung se ‘positiewe vrede’ en Lederach se ‘strukturele vrede’
5
verstaan word. Trouens, die makrowaarheidsoeke is ! voorvereiste om
volhoubare vrede te bereik. ! Tradisionele lesing van die geregverdigde-oorlogteorie
dra ook by tot ! individualisering van die waarheidsoekende proses, en bied
nie voldoende ondersteuning vir die makrowaarhede nie. Laastens word daar deur
die dekonstruksie van die uitdrukking nooit weer nie getoon dat hierdie benadering
nie in WVK’s of op die groter gebied van oorgangsgeregtigheid tuishoort nie.
19
Hadjigeorgiou, Athanasia. "The relationship between human rights and peace in ethnically divided, post-conflict societies : theory and practice." Thesis, King's College London (University of London), 2015. http://kclpure.kcl.ac.uk/portal/en/theses/the-relationship-between-human-rights-and-peace-in-ethnically-divided-postconflict-societies-theory-and-practice(341feb4d-ddd1-43d5-948b-4c6c01e4b31a).html.
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This thesis critically examines the relationship between the protection of human rights and peace in ethnically divided, post conflict societies. It seeks to achieve this in two ways: on the one hand, it undertakes a theoretical analysis of the two key terms and on the other, it compares how protecting the rights to property and vote has affected peacebuilding efforts in Bosnia and Herzegovina, South Africa and Cyprus. Peace, as defined in the thesis, consists of three elements – security, justice and reconciliation; these sometimes reinforce and others contradict with each other. Theoretical arguments and real-life examples from the three case studies that confirm the existence of a positive relationship between human rights and peace are abundant. At the same time however, it is possible that the protection of human rights can also undermine peacebuilding efforts, whether inadvertendly or through their explicit demand. Human rights can, for example, promote security to the detriment of justice or reconciliation, thus negatively affectively the peacebuilding operation as a whole. In addition to the existence of a positive and negative relationship, it is also often the case that human rights are not connected to peace at all. This is particularly because in order for peace to be built, it is necessary to induce in the ethnically divided, postconflict society, legal, political, socio-economic and psychological changes. While however, human rights can make important contributions to the legal changes that have to take place, they are less effective in inducing the rest. This more nuanced understanding of the relationship between human rights and peace, calls for the enrichment of the liberal peacebuilding recipe that has human rights at its centrepiece. Policy makers should adopt an alternative strategy, which while valuing human rights, also addresses their limitations by supplementing them with other peacebuilding tools and mechanisms as well.
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Davies, Gabrielle. "Living with landmines : mine action, development and wellbeing in post-conflict societies : a case study in Cambodia." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675718.
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It is widely recognized that landmines pose a significant threat to the development and recovery of post-conflict societies. What is less well understood is the impact that these weapons have on the everyday lives and wellbeing of affected people and the environments in which they live. This thesis therefore seeks to deepen this understanding by presenting the findings from community-level qualitative research undertaken in Cambodia, one of the most heavily mined countries in the world. I argue that it is essential to consider the effect that landmines have on people, the environments in which they live, and the relationships between people and environment. In order to explore this, I build on the notion of ‘wellbeing ecology’ introduced by White & Jha (2014). Wellbeing ecology is a place-sensitive approach that considers the inter-connected and dynamic social, economic, emotional, physical and spiritual relationships that people have with each other and their environments over time. By their very presence, landmines represent a threat to both social and natural systems. They also reconstitute people’s experience of place. I explore this in particular through the notion of contaminated landscapes, which draws on and takes forward work on therapeutic landscapes in health geography. My data reveals that local people and mine action actors understand the effects of landmines differently. While mine action actors focus predominantly on material impact, local people conceptualise landmine impact in a more holistic way, referring to its social, emotional, spiritual, psychological and physical meanings. Data from the village highlights the importance of place for wellbeing, revealing that living in a contaminated landscape negatively affects people’s quality of life materially, relationally and subjectively. This demonstrates how a wellbeing ecology approach can usefully add to the understanding of the experience of living with landmines and the effect this has on quality of life.
21
Ahonen, Sirkka. "Post-Conflict History Education in Finland, South Africa and Bosnia-Herzegovina." University of Helsinki, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27402.
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A post-conflict society tends to get locked in a history war. As the practice of history in its broad sense is a moral craft, representations of guilt and victimhood prevail in social memory. The representations are often bolstered by mythical references, wherefore deconstruction of myths is expected from history education for the purposes of post-conflict reconciliation. This article deals with the post-conflict uses of history in Finland, South Africa and Bosnia-Herzegovina. The three cases constitute examples of a class war, a race conflict and an ethno-religious armed clash. The memory politics and history curricula differ between the cases. Their comparison indicates, how far an imposition of one ´truth´, a dialogue of two ´truths´ and segregation of different memory communities are feasible strategies of post-conflict history education. The article suggests that history lessons can be an asset instead of a liability in the pursuit of reconciliation.
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Lee, Wing On. "Social change and educational problems in three modern Asian societies, Japan, Singapore and Hong Kong : a comparative study." Thesis, Durham University, 1988. http://etheses.dur.ac.uk/6708/.
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The main theme of the thesis is a discussion of education and social change in the three East Asian societies over the post-war period. The thesis is divided into four sections. The first is a background study. In this section, the social and educational backgrounds of the respective societies are discussed. Special attention is paid to the stress on modernization as a common orientation in social developments. Major concepts and definitions of modernization are discussed and an attempt is made to study the modern development of these societies in the light of modernization theories. The second section is a discussion of education in technological societies. The concepts of industrial, post- industrial and technological societies are discussed in the light of the works of the major social theorists and futurologists. The development of technology and its relationships with education are outlined. Further, the social implications and problems of technological and scientific education are analysed. The third section is a discussion of education in rapidly changing societies. The acceleration of social change in modern societies is traced. Rapid changes in the educational scene of the respective societies are also outlined. The social implications and problems of the rapidity of change and the role and functions of education in face of rapid change are discussed. The fourth section is a discussion of the emergence of credentialism in modern societies and its manifestation in education. Negative aspects of diplomaism, excessive competition and examination systems are discussed. In conclusion, an overall review of the relationships between education and social development is made. There is an analysis of the fundamental educational problems of modem societies, and finally, in this context, a suggestion that the objectives of education should be reconsidered.
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Choukeir, Hojeily Joanna. "Youth in Lebanon : using collaborative and interdisciplinary communication design methods to improve social integration in post-conflict societies." Thesis, University of the Arts London, 2015. http://ualresearchonline.arts.ac.uk/8920/.
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In 1995, the World Summit for Social Development identified social integration as one of the three overriding objectives for social and economic development. This priority arose following a century that ended with the collapse of many states and the sharpening of strife around the world. Social integration was seen as a pathway to reinforcing common identities, supporting cooperation and lessening the likelihood of violence and conflict. For the past 20 years, governmental, academic and third sector organisations – with the United Nations at the forefront – sought to improve social integration. However their methods and interventions have commonly been restricted to policymaking and dialogue practices. Peacebuilding and reconciliation are affected by communication within and amongst different groups. Nonetheless, the potential for communication design to contribute towards social integration remains unexplored. This practice-led communication design research focuses on 18 to 30 year old youth in Lebanon – an extreme case of a politically, religiously, geographically, culturally and linguistically segregated post-conflict generation. The research adopts an innovative, interdisciplinary(1.) and collaborative(2.) approach, to explore the contribution of communication design methods towards social integration interventions. The interdisciplinary and collaborative case study process spans seven stages of practice: Discover, Delve, Define, Develop, Deliver, Determine Impact and Diverge. I developed this process with Darren Raven in 2010, and have been testing and refining it over the past five years through the socially-focused design projects of BA Design for Graphic Communication students and staff at the London College of Communication. This process builds on the Design Council’s Double Diamond design process by incorporating stages from the National Social Marketing Centre’s process. Through these stages, the research developed several innovative communication design methods: Explorations, a cultural probes toolkit exploring young people’s local context; Road Trip, an autoethnographic journey preparing the researcher; Connections, an effective method for recruiting stakeholders; Expressions Corner, a confidential diary room for understanding young people’s experiences, attitudes and behaviours; Imagination Studio, a collaborative workshop series for developing social integration interventions; Imagination Market, an efficient platform for piloting these interventions; and a Social Impact Framework; to evaluate the impact of the interventions and research. These methods enhanced candid input from young people, reduced ethical tensions, and improved their engagement with the research. The methods also involved youth and wider stakeholders in understanding and reframing the problem, invited them to generate and deliver solutions, strengthened their sense of ownership and therefore the sustainability of the research outputs, and finally, built their capabilities throughout the process. The social integration interventions developed and piloted through the case-study research ranged from a citizen journalism platform reducing media bias, to a youth-led internal tourism service encouraging geographic mobility. The evaluation of the 24-hour pilot interventions demonstrated a positive shift in young people’s willingness to integrate. The social impact and social value assessment suggests that effective social integration interventions – such as the ones developed and piloted in the case study research – have higher chances of delivering positive social and economic outcomes for the communities involved. This practice-led research presents a number of contributions, the most significant of which is a methodology, process and set of methods highly transferable across social integration challenges worldwide. The research also provides social integration theory and practice with a clear demonstration of the value and potential of communication design to advance interventions from replication to innovation. To communication design theory and practice, the research makes the case for the value of interdisciplinary and collaborative principles in enhancing rigour and social impact. Finally, to the Lebanese context, the research provides in-depth qualitative insights on social group dynamics, segments, and behaviours, which act as an evidence-base to underpin future local interventions. Beyond this thesis, the knowledge gained from this research will be disseminated to the various relevant communities of practice – including researchers, designers, policy makers, and community development workers – in the form of Creative Commons licensed design guidelines, as well as presentations, capacity building workshops, and academic publications. The dissemination of knowledge hopes to inspire and enable these communities to adopt, adapt and build on communication design methods when addressing social segregation challenges within their varying contexts. Notes in the text: (1.) Drawing on disciplines such as social, political, behavioural, and psychological sciences. (2.) Engaging multiple stakeholders including young people, civil society, institutions, topic experts and policy-makers.
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Ngwatu, Ginamia M. "Access to land and land rights in post conflict societies in Uganda : a perspective on women's and children's rights." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/16770.
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Issues of access to land and realisation of land rights have always existed in Uganda as women are
considered to be potential land owners. Such rights usually have to do with the rights of individuals to
particular plots of land, but also with rights to land held collectively. The situation in post conflict
northern Uganda was brought about by the displacement of people from their villages, but it only
served to perpetuate this situation. The conflict in northern Uganda began in 1988 between the
government of Uganda and the Lord’s Resistance Army (LRA).<br>Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2010.<br>A dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Dr. Atangcho N. Akonumbo of the Faculty of Law, Catholic University of Central Africa, Cameroon. 2010.<br>http://www.chr.up.ac.za/<br>Centre for Human Rights<br>LLM
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Bergh, Arild. "I'd like to teach the world to sing : music and conflict transformation." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/97884.
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Modern conflict transformation emerged after World War II as a discipline and a field of academic research. Since the early 1990s it has increasingly concerned itself with psycho-social issues (e.g. trauma treatment or reconciliation) in the aftermath of violent protracted social conflicts. Within this psycho-social space there has been a growing interest in the use of music in conflict transformation to improve relationships between in and out-groups. However, the field of music and conflict transformation is still nascent, with little in-depth research available. The majority of studies have been undertaken by interested parties or relies on anecdotal evidence from organisers and musicians with little concern for the context of the music use. Participants, whose attitudes and relationships to out-groups are the focus of conflict transformation interventions, are largely overlooked and their views are rarely discussed. Furthermore, there are few detailed studies on exactly how music affects conflict transformation outcomes. Instead allusions are often made to terms such as “the power of music” which act as a black box intended to explain how music “works”, but patently fail to do so. This thesis attempts to fill these two gaps in the literature by focusing on the participants’ experiences in two different conflict transformation contexts, a multi- cultural music project for school children in Noway and the casual music use in a settlement of internally displaced persons in Sudan. Through qualitative research methods, rich descriptive data from different parties is gathered. The data is analysed using grounded theory. As a result a very different and more complex picture emerges that enriches the current understanding of how music is used and perceived in conflict transformation contexts. In particular, how participants view these activities and how power relationships, though rarely mentioned, affect the music use is explored in detail. Some tentative suggestions indicate that music works best when used in longitudinal bottom-up activities and that music can augment conflict transformation activities rather than replace them. Additionally, it is proposed that music may work as a form of benign interruption in conflict transformation activities and that musical events provide a liminal space where the real work lies in the process of bringing any changes in attitudes from the liminal space into everyday life.
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Roubini, Sonia. "Education, Citizenship, Political Participation: Defining Variables for Post-Conflict Reconstruction in Bosnia-Herzegovina." Oberlin College Honors Theses / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1345736678.
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Dahal, Rupak. "Headteachers in difficult circumstances: A study of school leaders in post-conflict, post-disaster Nepal." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2486.
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School leadership in developing countries, with a particular focus on post-conflict and post-disaster, is an area of increasing importance to education researchers. However, this research has often been limited to the areas of educational achievement and outcomes, government policies and their impact on school systems, and comparing schools irrespective of their vastly different contexts.
This thesis reports on research into school leadership within Nepali government secondary schools, typically referred to as community schools. As a developing country, The Federal Democratic Republic of Nepal (Nepal), faces crucial educational challenges due to its cultural, ethnic, linguistic, and religious diversity, and associated socio-economic disparities exacerbated by national restructuring towards a federal system. Critically, community schools have been further challenged by a decade-long civil war and two catastrophic earthquakes in 2015. Accordingly, secondary school students face inequality in terms of access, participation, and educational achievements. However, recent educational policy frameworks aim to minimise those inequalities by instigating equitable nation-building projects. These frameworks support affirmative, non-discriminatory initiatives in which secondary school headteachers carry out pivotal roles in meeting educational goals. To date, little research has investigated Nepali community school headteachers, their leadership styles, and their perspectives on the roles, responsibilities, priorities, and strategies that are implicit in mitigating the situational challenges in their schools. Through an in-depth investigation, this study aims to address this deficit, by exploring how community school headteachers managed their schools in different and difficult circumstances.
This research used a multiple-case study methodology, with the six community school headteachers as case study participants. The theoretical perspective of symbolic interactionism underpinned the research, from the development of the research question, through to data-generation and data analysis. The findings revealed key historic and contemporary contextual challenges that the Nepali community school headteachers coped with at the individual and school levels. Given the diversity of their experiences, perspectives, and actions, together with the distinctive circumstances of their schools, three of the headteachers were found to be demotivated, ineffective, unenthusiastic, and under-resourced. Conversely, the remaining three were committed, highly effective, optimistic, and resourceful. The headteachers who demonstrated a better understanding of the historic educational contexts were more effective school leaders, recognising and responding to these challenges with more successful strategies.
The study and its findings are significant, shedding light on the management approaches that Nepali community headteachers used, along with their perspectives in relation to their schools, their students, parents, and the wider community that included school committees and local government agencies. The thesis concludes by identifying and discussing the important leadership implications for Nepali government community school headteachers and the ramifications for local municipal governments and key stakeholder groups.
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Kovinthan, Thursica. "Education for Social Cohesion? A Gender Analysis of Citizenship Education in Post-War Sri Lanka." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42131.
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In conflict-affected and divided societies, citizenship education has gained considerable attention for its potential to promote democratic peace and address issues of identity and societal divisions. This study demonstrates the vital role of gender equality for social cohesion by illustrating how aspects of inclusive democratic citizenship needed for social cohesion are undermined by hierarchical social relations and harmful masculinities fostered through the patriarchal aspects of education and schooling. This inquiry examines if and how policies for social cohesion through education, specifically citizenship education, contribute to peace in conflict-affected Sri Lanka, a county plagued by 30 years of war. Through a document analysis of the grade 6-9 citizenship textbooks, interviews and surveys with teachers and students, and classroom and school observations, this study explores how policies related to education for social cohesion are appropriated and enacted within schools and classrooms and how students consequently understand their role as citizens in a conflict-affected society. The study design is a transformative design mixed methods study of 13 schools across four provinces in post-war Sri Lanka. Using a post-colonial feminist approach, this study draws conclusions on how gender roles and relations intersect with citizenship education and its potential to contribute to gender transformative peacebuilding. Qualitative and quantitative findings reveal that attitudes on gender equality are closely related to attitudes on social cohesion. Many of the factors associated with patriarchy, including harmful masculinities, not only reduced gender equality, but they also undermined the egalitarian foundations of democracy needed for peace and social cohesion. However, when educators were able to engage in practices that fostered the knowledge and skills to empathize across differences (gender, ethnic, and religious) and build egalitarian relationships, they fostered inclusive democratic citizenship among students and contributed to social cohesion. At the same time, results indicate that education’s capacity to promote social cohesion, through the formal and informal curriculum, is limited due to a state-centric belligerent approach to citizenship and citizenship education, which is primarily focused on developing a personally responsible citizen.
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Remmert, David [Verfasser]. "The Effects of International Peace Missions on Corruption : How Multinational Peace Missions Enable and Constrain Good Governance in Post-Conflict Societies / David Remmert." Baden-Baden : Nomos Verlagsgesellschaft mbH & Co. KG, 2019. http://d-nb.info/118347119X/34.
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Selenica, Ervjola. "New states challenged: education, peacebuilding and statebuilding in post-conflict Kosovo and East Timor." Doctoral thesis, Università degli studi di Trento, 2016. https://hdl.handle.net/11572/368134.
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The provision of education has been a core function legitimizing the modern nation-state. Behind education one finds the building of citizenship, between demands for social cohesion and national identification, as well as the preparation of the labour force for the national economy. The moulding of a working education system remains a key challenge for new states and states emerging from armed conflict. Qualitative and quantitative scholarly literature exploring the causal relationship between education and civil war leaves no doubt about the salience of education systems in conflict-affected states. While a vast body of studies exists on education and violent conflict, less attention has been devoted to the role of education in peacebuilding and statebuilding. Above all, little research has been conducted into how externally promoted efforts at rebuilding education systems may affect (or fail to affect) the consolidation of peace. This study focuses on the ways in which a variety of international actors shape national education systems in states that have emerged out of armed conflict, and how these systems reflect and affect peacebuilding and statebuilding. From these premises, I have conducted fieldwork in Kosovo and East Timor, two recent cases where major statebuilding and peacebuilding interventions have been launched. The research first has mapped education programming and reform by identifying the main actors that have been part of the process. Second, I have conceptualized the ‘how’ and ‘why’ of these reforms by analysing primary source documents and interviewing key local and international stakeholders. Finally, after identifying the emerging forms of education systems, I have critically analysed the ways in which externally assisted education have reflected and affected processes of building the state and consolidating peace. The research has found that post-war reconstruction in both cases has led to the emergence of externally-driven and hybrid education systems whereby priorities are set in the intersection between local and international actors, often lacking coordination. Presenting features of extra-territoriality and denationalization, such education systems are a combination of global education policies and contextual local agendas. Rather than bringing the education system out of fragility, international interventions have determined and perpetuated a condition of dependency on international assistance. Humanitarian and stability imperatives have determined educational choices and priorities and education has neither addressed nor transformed root causes of the conflicts, missing the opportunity to contribute to social cohesion, change and justice. Overall, education has been a marginal sector within the broader political economy of peacebuilding and statebuilding, and a mere reflection of the principles and practices that underpin them. Rather than impacting on such processes, interventions in education in Kosovo and East Timor have reflected, legitimised and enhanced the prevailing models of peacebuilding and statebuilding, and in doing so, have incorporated their dilemmas, pitfalls and shortcomings.
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Selenica, Ervjola. "New states challenged: education, peacebuilding and statebuilding in post-conflict Kosovo and East Timor." Doctoral thesis, University of Trento, 2016. http://eprints-phd.biblio.unitn.it/1840/2/disclaimer_1.jpeg.
Full textAbstract:
The provision of education has been a core function legitimizing the modern nation-state. Behind education one finds the building of citizenship, between demands for social cohesion and national identification, as well as the preparation of the labour force for the national economy. The moulding of a working education system remains a key challenge for new states and states emerging from armed conflict. Qualitative and quantitative scholarly literature exploring the causal relationship between education and civil war leaves no doubt about the salience of education systems in conflict-affected states. While a vast body of studies exists on education and violent conflict, less attention has been devoted to the role of education in peacebuilding and statebuilding. Above all, little research has been conducted into how externally promoted efforts at rebuilding education systems may affect (or fail to affect) the consolidation of peace. This study focuses on the ways in which a variety of international actors shape national education systems in states that have emerged out of armed conflict, and how these systems reflect and affect peacebuilding and statebuilding. From these premises, I have conducted fieldwork in Kosovo and East Timor, two recent cases where major statebuilding and peacebuilding interventions have been launched. The research first has mapped education programming and reform by identifying the main actors that have been part of the process. Second, I have conceptualized the ‘how’ and ‘why’ of these reforms by analysing primary source documents and interviewing key local and international stakeholders. Finally, after identifying the emerging forms of education systems, I have critically analysed the ways in which externally assisted education have reflected and affected processes of building the state and consolidating peace. The research has found that post-war reconstruction in both cases has led to the emergence of externally-driven and hybrid education systems whereby priorities are set in the intersection between local and international actors, often lacking coordination. Presenting features of extra-territoriality and denationalization, such education systems are a combination of global education policies and contextual local agendas. Rather than bringing the education system out of fragility, international interventions have determined and perpetuated a condition of dependency on international assistance. Humanitarian and stability imperatives have determined educational choices and priorities and education has neither addressed nor transformed root causes of the conflicts, missing the opportunity to contribute to social cohesion, change and justice. Overall, education has been a marginal sector within the broader political economy of peacebuilding and statebuilding, and a mere reflection of the principles and practices that underpin them. Rather than impacting on such processes, interventions in education in Kosovo and East Timor have reflected, legitimised and enhanced the prevailing models of peacebuilding and statebuilding, and in doing so, have incorporated their dilemmas, pitfalls and shortcomings.
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McGlynn, Claire Wilden. "The impact of post primary integrated education in Northern Ireland on past pupils : a study." Thesis, University of Ulster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342534.
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Najjuma, Rovincer. "Peace education in the context of post-conflict formal schooling : the effectiveness of the revitalising education participation and learning in conflict affected areas-peace education programme in Northern Uganda." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3083/.
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This qualitative, multiple methods case study concerns the effectiveness of Revitalising Education Participation and Learning in Conflict affected Areas-Peace Education Programme (REPLICA-PEP). There is currently limited evidence regarding the effectiveness of peace education programmes in the context of post-conflict formal schooling. This study therefore set out to explore the effectiveness of REPLICA-PEP and to gain insight into the reality of the current practice of peace education in schools in a post-conflict context in Northern Uganda. The school is one of the places where children learn values, attitudes and behaviour, schooling is often criticised for using symbolic violence to maintain and reinforce different forms of violence including physical violence. This study explores theoretical and practical aspects of peace education and key issues relevant to the effectiveness of peace education programmes, including the role and influence of formal schooling in a post-conflict context. A combination of qualitative methods (interviews, observation and documentary analysis) were employed to examine REPLICA-PEP effectiveness and its impact on pupils’ knowledge, attitudes, skills and behaviour. The results show that, although some traces of impact were found in pupils’ awareness of: the dangers of using violence; non-violent conflict resolution alternatives; and attitude change to non-violent conflict resolution, pupils did not develop empathy, self-control, competences and skills for non-violent conflict resolution. Interrogation of qualitative data about the REPLICA-PEP implementation process and activities in the schools have led to the generation of theoretically-informed and empirically-grounded recommendations which integrate and accommodate the nature of formal schooling in a post-conflict context and programme design features for improving the effectiveness of peace education programmes. It has also laid the ground for future research on what is possible in terms of strategies to facilitate and promote pupil peace building activities in post-conflict formal schooling contexts such as peace-related pupil voice, documentation and action.
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Gachago, Daniela. "Sentimentality and digital storytelling: towards a post-conflict pedagogy in pre-service teacher education in South Africa." Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16537.
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Includes bibliographical references<br>This study is set against the background of a continued lack of social engagement across difference in South African classrooms. It set out to explore the potential of a specific pedagogical intervention - digital storytelling - as a post-conflict pedagogy in a diverse pre-service teacher education classroom. Personal storytelling has long been used to unearth lived experiences of differently positioned students in the classroom. More recently, the use of digital technologies has made it easier to transform these personal stories into publishable, screenable and sharable digital resources. In general, digital storytelling is lauded in the literature for its potential to facilitate an understanding across difference, allowing empathy and compassion for the 'Other'. In this study, I question this potentially naive take on digital storytelling in the context of post-conflict pedagogies. I was interested in the emotions emerging - particularly in what I termed a potential sentimentality - in both the digital storytelling process and product. I looked at sentimentality in a specific way: as the tension between the centrality of emotions to establish an affective engagement between a storyteller and the audience, and digital stories' exaggerated pull on these emotions. This is seen, for example, in the difficulty that we have when telling stories in stepping out of normative, sentimental discourses to trouble the way we perform gender, race, class and sexuality, all of which are found in the actual stories we tell and the images we use. It is also found in the audience response to digital storytelling. Adopting a performative narrative inquiry research methodology, framed by theorists such as Butler, Ahmed, and Young, all three feminist authors interested in the politics of difference, working at the intersection of queer, cultural, critical race and political theory, I adopted three different analytical approaches to a narrative inquiry of emotions. I used these approaches to analyse stories told in a five-day digital storytelling train-the-trainer workshop with nine pre-service teacher-education students. Major findings of this study are: In everyday life stories, students positioned themselves along racial identities, constructing narratives of group belonging based primarily on their racialized identities. However, in some students' stories - particularly those that offer a more complex view of privilege, acknowledging the intersectionality of class, gender, age, sexuality and race - these conversations are broken up in interesting ways, creating connections between students beyond a racial divide. Looking at the digital story as a multimodal text with its complex orchestration of meaning-making through its different modes, it became clear to me that conveying authorial intent is difficult and that the message of a digital story can be compromised in various ways. The two storytellers I looked at in more detail drew from different semiotic histories and had access to different semiotic resources, such as different levels of critical media literacy, with this compromising their authorial intent to tell counterstories. Finally, the genre storytellers chose, the context into which their stories were told, along with their positioning within this context in terms of their privilege, affected the extent to which they could make themselves vulnerable. This consequently shaped the audience response, which was characterised by passive empathy, a sentimental attempt to connect to what makes us the 'same', rather than recognising systemic and structural injustices that characterise our engagements across difference.
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Wanjiru, Jenestar. "Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22804.
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Violent conflicts related to tribal-political differences have characterised the Kenyan society since the declaration of multi-party democracy in 1991. The 2007/8 post-election violence (PEV) in particular resulted in the displacement of many Kenyans. Scattering of families saw some children losing months or years of schooling with others permanently excluded from education, while the participation and achievement of those arriving in school was characterised by complex needs and experiences. This PhD study explored pupil and teacher perceptions of the learning and development needs of conflict-affected children in one primary school in Kenya. In particular, this study sought to understand how school leadership practice was developed and leadership roles negotiated, in order to meet pupils’ needs and develop an inclusive ethos. The study addressed the connection between leadership, inclusion and post-conflict education. A single intrinsic case study with aspects of ethnography was undertaken adopting an interpretive approach. Sixteen pupils (9–12 year-olds) shared their views of their learning and development needs through two activities. The headteacher, deputy, senior teacher and six teachers were interviewed (n=9) and asked to reflect on the challenges they experienced in addressing pupils’ needs. Their perceptions of the roles for school leadership were sought, and observations of their everyday practices were conducted in classrooms, assemblies and school ceremonies. Data from these interviews, observations, texts-on-walls, and pupils’ activities were thematically analysed. The participants identified the following as pupils’ learning and development needs: access to, acceptance in, and predictability of their new school; ‘peer-connectedness’, social development, and social inclusion. Children emerged as active agents in their own education, combating adversity through supportive peer relationships. Eurocentric and African perspectives on leadership, and Davies’ (2004) work on education and post-conflict reconstruction were particularly useful in making-sense of how leadership unfolded in practice. Three areas of educational reconstruction in particular were identified as significantly underpinning leadership roles: i) reconstruction of leadership structures allowed shared leadership which facilitated the meeting of pupils’ needs at different levels; ii) reconstruction of relationships targeted repairing children’s emotional, social and moral distortion, and iii) reconstruction of learning cultures encouraged collaborative learning initiatives that improved academic standards. The study found that the connection between school leadership and inclusion in post-conflict schools can be understood along three themes. The first is ‘post-conflict conflict’. I have used this term to reflect that the cessation of overt tribal violence, coupled with movement of pupils into this new settlement ushered in a new phase of conflict for pupils, teachers, schools and their communities. Schooling was characterised by poverty, fragmented/mobile families, distorted social values associated with post-election atrocities, alongside, structural barriers linked to government and sponsor-related needs. Second, ‘connectedness’: while societal fragmentation produced divisions, fear and suspicion of ‘others’, reversing the situation required school leadership to foster social connectedness. Finally, ‘Africanised school leadership’: fostering connectedness required enlisting communal responsibility and mutuality in undertaking emerging roles, thus, employing aspects of local indigenous heritage. The study contributes to knowledge in the emerging field of educational leadership in post-conflict settings (Clarke and O’Donoghue, 2013) whilst addressing the less investigated connection between teachers, leadership and inclusive education (Edmund and Macmillan, 2010), particularly in post-conflict circumstances. The research is timely in informing leadership programs that the government of Kenya is advancing e.g. in decentralising decision-making (MOE, 2012b/c) and, re-alignment to its obligations in the IDP Protocol of the Great Lakes Pact (Kigozi, 2014). Recommendations are made for policy, practice and further research. The conclusion to my study argues for a reconceptualisation of school leadership practice beyond single-leader paradigms, whilst revisiting prioritisation of roles for school leadership, especially, towards fostering inclusiveness in the conflict-prone Kenyan society.
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Paulin, Margaret. "The Presence of the Past in Three Guatemalan Classrooms: The Role of Teachers in a Post-Conflict Society." Oberlin College Honors Theses / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1368572974.
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Ondoro, Nicholas Otieno. "The Police Reform Process in Kenya, 2008-2014: A Case Study of Security Sector Reform in Societies Emerging From Crisis." Thesis, University of Bradford, 2015. http://hdl.handle.net/10454/12762.
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Security sector reform has in the recent past been a critical component of peace agreements in countries emerging from armed conflicts or political crisis. In Kenya, the Commission of Inquiry into the 2007/08 Post-Election Violence (CIPEV) established that Kenya’s security sector, particularly the police, bore the greatest responsibility for the violence. Subsequently, the police emerged as one of the major institutions for reforms. ‘How have security sector reforms, particularly police reforms, in Kenya developed since 2007 and how, and to what extent, have they been shaped by Kenya’s wider political transitions and SSR process during this period?’ The research aimed at investigating how the police reform process in Kenya has developed since 2007, and how the process has been shaped by Kenya’s wider political transitions and security sector reform processes in general. Using mixed methods research, we found that despite some progress, there is wider public perception that the reforms are yet to address reform priorities at the national level and still fall short of expectations of ordinary Kenyans. We argue that political power-sharing after the 2007 post-election violence facilitated police reform, while at the same time frustrated its implementation especially in instances where reform seemed to dis-empower political elites.
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Goulão, Santos Ricardo Jorge Moreira. "Three essays on the economics of education in post-conflict settings : the case of Timor-Leste." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/58586/.
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This thesis seeks to contribute to the knowledge of the economics of education in post-conflict, by proposing an economic analysis of such a setting as a hybrid socio-economic environment, where conflict, despite having ended, has still an impact. It uses an applied economics approach to analyse demand for primary and secondary education and one of the main economic drivers of their demand, returns to education. The focus of study is the post-conflict country of Timor-Leste. In this analysis it proposes and tests economic mechanisms through which conflict may have impacted the returns to education observed in post-conflict Timor-Leste, finding evidence of two significant channels: reduction of productivity and scarcity of qualified human resources. In support of this analysis, it builds a dataset with a novel indicator of political control during conflict that applies in the empirical analysis of returns to education. In the next chapter it seeks to establish evidence of medium-run impacts of conflict on the demand for primary education in Timor-Leste, proposing and testing an empirical methodology to do so. Finally, it proposes and analyses an empirical model of the demand for secondary education in Timor-Leste that integrates the hypothesis of medium-run impacts of conflict. In the process it finds evidence suggesting that, while some of the channels negatively impacted by conflict significantly affect demand for education, a medium-run positive effect might exist, particularly in the form of higher preferences for secondary education among those that experienced more violence during the conflict. Less robust findings of equally positive medium-run effects of conflict are found in the demand for primary education.
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Mendeloff, David A. 1968. "Truth-telling and mythmaking in post-Soviet Russia : pernicious historical ideas, mass education, and interstate conflict." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/17498.
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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Political Science, 2001.<br>Includes bibliographical references (p. [405]-409).<br>Can pernicious views about history exacerbate conflict among states, and if so, how? How can we prevent such ideas from emerging, or dampen their more malevolent effects? Despite a long history of scholarly writing on nationalism that assumes that distorted, mythologized history can be dangerous, we still know little about how pernicious historical ideas lead to interstate conflict, if at all. This study clarifies that relationship by identifying a number of hypotheses on the malevolent effects of pernicious ideas that are empirically grounded in the recent experiences of post-Soviet Russia. It examines popular Russian historical ideas widely purveyed through mass public education, assesses their perniciousness, and details the mechanisms by which they have precipitated or exacerbated recent conflicts in Russian foreign policy. Pernicious historical ideas precipitate or exacerbate conflict in two general ways: First, through "emotional" mechanisms, whereby pernicious myths instill resentment and animosity, and manifest grievances over real or perceived injustices. These feelings then lead to violent retaliation or demands for apologies, restitution, reparations or other symbolic gestures that raise tensions, or lead to confrontational or antagonistic policy choices. Second, there are "cognitive" mechanisms. Pernicious myths foster ethnic and nationalist stereotypes and negative or false images about others, or create false assumptions and beliefs about the nature of international politics, the causes of war and peace, and one's own and other's national interests. These images and assumptions reflected in distorted and pernicious views of history-can cause significant national misperceptions that lead to conflictual policies. The study identifies popular views of history by systematically analyzing Soviet and all post-Soviet Russian history textbooks. It examines three cases of wars, conflicts and interventions that have been especially prone to Russian historical mythmaking: The Soviet-German War of 1939-45; Soviet western interventions in 1939-40; and the Russo-Turkish wars of the 19th century. Russia's portrayal of these wars and interventions is dominated by self glorifying, self-exculpating, other-denigrating and victimization myths. An examination of recent Russian foreign policy conflicts in two regions-the Baltic and the Balkans-illustrates how these historical ideas have shaped Russian images and assumptions, and fostered emotional antagonisms and misperceptions that have precipitated or exacerbated conflict.in those regions.<br>by David A. Mendeloff.<br>Ph.D.
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Ocaya, Bryan. "From Combatants to Civilians. The dos and don’ts when reintegrating ex-combatants into civilian life : A Comparative Case Study on Reintegration Efforts in Post-Conflict Societies." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-362712.
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Weldon, Gail. "A comparative study of the construction of memory and identity in the curriculum in societies emerging from conflict Rwanda and South Africa /." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09242009-234215.
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Kearney, James. "Education for peace and reconciliation : from theory to practice : the case of the Ingando Peace and Solidarity Camp in Rwanda." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/33298.
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Discussions of genocide and ethnic conflict, and their aftermaths, will nearly always provoke emotions and memories which make navigating the subject difficult. Equal sensitivity can lurk in discussions of how reconciliation and lasting peace can best be sought in the volatile Post-Ethnic Conflict Environment (PECE). The Rwandan Government's primary Ingando Peace and Solidarity Camp serves as an example of a mainly Western-funded project that, although superficially ticking the requisite 'democratic and inclusive' aid-agency boxes, relies almost totally on a perceived 'traditional' approach to post-Genocide reconciliation that hinders a truly open discussion of the past. In this thesis I will discuss how the Ingando phenomenon is being utilized by the Rwandan National Unity and Reconciliation Commission (NURC) as a method of establishing unity and social cohesion at the expense of reconciliation, and show how this is reflected in the teaching and content of the work at the camp, where a single view of the past is being promulgated at the expense of open debate.
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Yalahow, Abdiasis. "Exploring the Reproductive Health Education of Health Service Professionals in Mogadishu, Somalia." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36709.
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Somalia has recently come out of a two decade long civil war and is currently in a post-war and rebuilding phase. The national health system, largely crippled during years of conflict, is faced with a significant maternal mortality ratio and the debilitating effects of a high fertility rate. To combat these issues, the new Somali government is working toward creating a strong national health system that addresses some of these key indicators. With a lack of human resources in healthcare and the need for better reproductive health services, the need to invest in educating a new generation of health service professionals is evident. To address this gap in education, many educational institutions with health science faculties have opened in the last decade but the quality and accuracy of their curricula has yet to be examined. My thesis addresses this gap in knowledge. Through a multi-methods study that included reviewing curricula and curricular materials, conducting key informant interviews, and facilitating focus group discussions, I was able to learn about the quality and comprehensiveness of reproductive health topics in health service professionals‟ education and training. Religion, culture, logistical issues, and lack of oversight shape the way reproductive health is taught to health students. This study provides an important foundation to help inform key stakeholders working to improve the Somali health system.
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Tinker, Vanessa. "The Politics of peace education in post-conflict settings : the case of the education for peace programme in Bosnia and Herzegovina." Thesis, University of Kent, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633656.
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Education for Peace (EFP) represents one of the longest running and largest peace education programmes of its kind. What began as a small pilot study in six schools in Bosnia and Herzegovina (BiH) became in a period of approximately twelve years mainstreamed throughout the country's educational system. Despite the programme's "political success", relatively little has been written on EFP and there has been no systematic independent evaluation of its evolution. Therefore, the question of how and why EFP's political success was possible remains to be explored. To answer this question this thesis adopts a hermeneutica1-constructivist approach, thereby enabling this study to chronologically reconstruct the emergence and "mainstreaming" of the EFP programme and critically assess its adoption across the whole ofBiH. By using a hermeneutic-constructivist approach, this study makes explicit that the programme's philosophical assumptions derive from the Bahi'i faith, a fact which until now has been poorly understood and very rarely acknowledged. And while using this framework to critically assess the adoption and mainstreaming of EFP throughout BiH, this study demonstrates that EFP' s political success was helped by a number of factors, the six most prevalent being: the prevailing conditions and needs in post-war BiH; the programme's surface discourse which appears to address the objectives of the international community; the newness of peace education as a tool for peace-building and reconstruction in post-conflict societies; the unfamiliarity of the Bahi'i faith; the fact that the programme went through only one independent evaluation; and the disconnect of the programme's content and the political process of its adoption. Furthermore, this study will draw to attention the accidental and contingent nature of the adoption process of EFP, highlighting the naivety that was prevalent on all sides - the EFP people who want to help by spreading their positive messages of peace and unity, however unreflective oftheir assumptions and the governing officials, decision-makers and funders who want to help and/or be seen as being proactive. This study does not question whether EFP or those involved in funding or supporting the programme directly or indirectly are genuine in their intentions. Rather this study aims to draw attention to the unexpected outcomes and the failure to properly consider the programme's assumption that has now resulted in a religiously orientated peace education programme being mainstreamed throughout an entire country just emerging fi:om a violent ethnic-religious conflict. It allows us to ask more general questions about the future of peace education and its use as a peace-building and reconstruction tool in post-conflict settings while taking a closer and critica1100k at the political processes that allows for its nationwide implementation.
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Gano, Michelle Sara. "Food Insecurity, Peace and Women : A quantitative study on how female signatories in peace processes affect the likelihood of food (in)security." Thesis, Uppsala universitet, Institutionen för freds- och konfliktforskning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-432181.
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The correlation between food insecurity and conflict has previously been studied and established in multiple studies. Furthermore, additional research has found linkages allying increased levels of female political participation and the de-escalation of conflict. Despite these facts, there are to date no studies examining whether female inclusion in peace processes has an effect on hunger. Thus, this dissertation addresses the relationship between female signatories’ presence in peace processes and food insecurity. Food insecurity is operationalized as prevalence of undernourishment, and female inclusion in peace negotiations is measured by the presence of female signatories in such processes. The study’s main conceptual claim is based on gaps found in previous literature, and argues that a higher level of female participants in peace processes leads to a lower level of food insecurity. The claim is evaluated in a quantitative statistical analysis, using data on food insecurity from the FAOSTAT Data for Food Security Indicators, and incorporating statistics on female inclusion in peace negotiations from the Replication Data for Women’s Participation in Peace Negotiations and the Durability of Peace. The analysis illustrates food insecurity’s dissemination in post-conflict societies and gender dispersals within peace negotiations, in order to demonstrate an existing correlation. Built on results from an ordinary least squares regression, the study confirms that higher presence of female signatories in peace processes decreases the likelihood of food insecurity in post-conflict societies.
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Floresta, Jonamari Kristin. "The Influences of Schools and Communities on the Identities and Pathways of the Subaltern Students Who Experience War in the Southern Philippines’ Mindanao." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/20939.
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Conflict-ridden areas in Mindanao, the southern part of the Philippines, have schools that educate students who are living in a demanding environment generated by war. The ‘subaltern’ are people who are most oppressed in society; they are unable to express their concern to those in power (Spivak, 1994). These students are the ‘subaltern’ in this context as they are most affected during a conflict. They may have experienced the death of a loved one, threats to life, exposure to violence, extreme poverty, interrupted schooling, and recruitment as child-combatants. Mindanao has been undergoing armed conflict for almost 500 years. Different affiliations with conflicting subgroups, along with influences that lead the youth to participate in armed conflict, make peace elusive. Schools in Mindanao have the opportunity to influence and empower these subaltern students. However, most educational strategies in the Philippines are centralized by the government, and schooling is shaped based on students unaffected by conflict. This condition creates inequality, as schooling offered for these subaltern students is unreflective of their own culture and identity. The thesis addresses a gap in previous research as it looks into the influences of the school environment and the community towards subaltern students who experience conflict from students’ perspectives. Guided by the precepts of phenomenology, a post-colonial approach and Herbert Kelman’s (2006) concept of legitimate authority, the study seeks to better understand how schooling affects the identities and pathways in the society of the subaltern students. Using art-based activities, focus group discussions and in-depth interviews, current secondary students and former students who have transitioned from school to community were gathered to participate in this study. This study found that different factors in the school environment which pertain to social interactions, religious doctrines, and practices either contribute to the influence on students’ identity towards peacebuilding, insurgency, or neutral involvement with conflict. Further, the influences from the community can either support or contradict these influences. The study established that schools are institutions that can aid students to cope with the demands from the conflict-ridden community. However, most schools are inadequately equipped and informed to cater to the needs of the subaltern students.
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Njeru, Rittah Kagendo. "Exploring the potential of peace education as a strategy for enhancing young people's peace-building capabilities in post-conflict Kenya." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715759.
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Marx, Margaretha Elizabeth. "The potential of dance education to promote social cohesion in a post-conflict society: perspectives of South African pre-service student teachers." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/4474.
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This study constitutes a theoretical and qualitative investigation into the meanings and locations of social cohesion in dance education. Theoretical connections between culture, dance education and social cohesion are explored. The empirical investigation is designed as a qualitative case study interrogating pre-service student teachers’ experiences and perceptions of a particular dance education course in a culturally and politically diverse university classroom in post-apartheid South Africa. Open-ended questionnaires, reflective journals and focus group interviews were employed to generate data. Findings indicate that involvement in creative movement and ethno-cultural dances raised awareness of the Self and the Other, engendering perspective and personal transformation, important requisites for social transformation and subsequently social cohesion in a formerly divided society, such as South Africa. In addition, these dance education experiences provided participants with unique encounters with the Other’s culture. These occurred through embodied experiences of the culture of the Other, as well as through bodily negotiations with the Other. These findings lead me to argue that dance education, as pertaining to this particular course, can facilitate spaces conducive to cohesion amongst culturally and politically diverse participants in post-apartheid South Africa.
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Coskun, Aykut. "Post- Use Design Thinking For Product Design Process And Sustainability A Study On An Educational Project In Glass Packaging." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612411/index.pdf.
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The rapid disposal of products has detrimental effects on environment which is increasing resource consumption for the production of new products, along with the waste production. Therefore, designing long lasting products has great importance for achieving sustainable consumption and production. The present study analyzes the implications of an approach called post-use design thinking for achieving sustainable consumption and production through product longevity. To explore that approach, two educational industrial design projects are analyzed throughout the study. The results suggest that post-use design thinking should be considered at the early stages of the design process. The idea generation exercises developed specifically for this design thinking seem to be helpful in generating design solutions for post-use phase. The results also indicate that the post-use design thinking is feasible in terms of design and production for glass packaging products, which is the specific case analyzed throughout the research.
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Abusrewel, Fatma. "An investigation of the experiences of newly graduated English Language Teachers (ELT) in their first years in Libyan schools : a case study in post-conflict Tripoli." Thesis, University of Huddersfield, 2014. http://eprints.hud.ac.uk/id/eprint/24333/.
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This thesis analyzes the experiences, perceptions and views of a group of newly graduated teachers in post-conflict Tripoli, Libya. The focus of the study was on the first year teachers of English as a foreign language EFL and the aim was to gain an insight into those teachers‘ experiences and the contextual factors that shaped them. The present study adopts communities of practice (CoP) as the conceptual framework for exploring the newly graduated teachers‘ experience and perceptions in post-conflict Libya. In particular, the study attempts to identify the elements within CoP: mutual engagement, joint enterprise and shared repertoire to allow me to interpret the data. The data for the study come from three main sources: (a) semi-structured interviews with eleven teachers, (b) two expert teachers, (c) three headteachers, (d) the manager of the Education Development Centre and (e) focus group interviews with three inspection office managers and (f) documentary analysis. The results suggested that the newly graduated teachers‘ experiences in the context of the study are influenced by several factors that interact together to make these experiences unique and a contextually situated phenomenon. These factors are: (a) the conflict, which has diminished the opportunities for integration, learning, and establishing relationships so that any CoP was precluded from existence, b) the social restriction, (c) personal characteristics, (d) the discrepancies between their teacher preparation programmes and the requirements of teaching. Within each of these broad categories, there are also sub-categories such as age barrier, the impact of the conflict which further demonstrates the complexity of this situation and how this shapes the development of teachers. The thesis finishes by recommending that further research is needed conducted to explore the experiences of newly graduated teachers in other parts of the country to obtain a clear picture of this category of teachers. A reform of teacher education programme in this context will contribute to the development of these teachers. Formal training sponsored by the government would be the means through which these teachers can be trained and developed in the absence of any professional communities due to the reasons mentioned earlier.