Journal articles: 'Education in post-conflict societies'

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Lin, Jing. "Peace education in conflict and post-conflict societies: comparative perspectives." Journal of Peace Education 9, no. 2 (2012): 201–3. http://dx.doi.org/10.1080/17400201.2012.697684.

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Barrios-Tao, Hernando, José María Siciliani-Barraza, and Bibiana Bonilla-Barrios. "Education Programs in Post-Conflict Environments: a Review from Liberia, Sierra Leone, and South Africa." Revista Electrónica Educare 21, no. 1 (2016): 1. http://dx.doi.org/10.15359/ree.21-1.11.

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Education should be considered as one of the mechanisms for governments and nations to succeed in a post-conflict process. The purpose of this Review Article is twofold: to explain the importance of education in a post-conflict setting, and to describe a few strategies that post-conflict societies have implemented. In terms of research design, a multiple case study approach has been implemented. The paper reviews a unique topic with specific reference to education plans implemented in post-conflict societies such as Liberia, Sierra Leone, and South Africa. Each of them has experienced violent conflicts and has used education as a tool to succeed in their post-conflict process. In sum, there are several educational programs that involve children, young people, survivors, parents, teachers, and local communities as well as curriculums focused on teaching of cultural values and technical skills to improve the quality of life in a post-conflict setting.

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Miles, James. "Educating citizens in waiting in post-conflict societies." Theory & Research in Social Education 47, no. 1 (2018): 148–52. http://dx.doi.org/10.1080/00933104.2018.1480827.

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Widaningtyas, Adoniati Meyria, and Natri Sutanti. "Multicultural counseling: The strategy of social fasilitator of post-conflict education and psychosocial guidance in multicultural society." ProGCouns: Journal of Professionals in Guidance and Counseling 3, no. 1 (2022): 40–49. http://dx.doi.org/10.21831/progcouns.v3i1.49182.

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Unfortunately, multicultural problems manifested in patterns of thought, attitude, and behavior of intolerance are still seen in many societies over the past decade. It started to become common that certain groups attacked other ethnic and racial groups thereby causing conflict. This might be due to the handling of cases that are not ideal and appropriate, situations of intolerance, and social conflicts that have a wide impact, including causing psychological problems such as anxiety, hatred, violence, or depression. This study aimed to critically examine psychological coping strategies carried out in various countries to assist post-conflict victims with trauma, especially in multicultural societies. This study used an integrative review approach to analyze nine selected articles about psychological strategy and social education for post-conflict settings from 2010 to 2021 by reputable journals or publications. The results showed that the post-conflict victim handling strategy in various countries is carried out using psychosocial approaches and counseling/narrative therapy which are considered the most effective to help victims with trauma. Multicultural skills are an important part of post-conflict psychological handling, and hence is recommended multicultural counseling as a post-conflict psychological treatment and social education model is widely applied by societies with a high level of diversity.

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du Preez, Petro. "Reconciliation through dialogical nostalgia in post-conflict societies: a curriculum to intersect." Compare: A Journal of Comparative and International Education 44, no. 1 (2014): 117–35. http://dx.doi.org/10.1080/03057925.2013.859875.

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Petrakov, M. O. "Challenges and prospects of history education in divided and post-conflict societies." Politicus, no. 1 (2024): 82–90. http://dx.doi.org/10.24195/2414-9616.2024-1.13.

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Metro, Rosalie. "The third face of education: moving beyond the good/bad binary in conflict and post-conflict societies." Compare: A Journal of Comparative and International Education 50, no. 2 (2019): 294–96. http://dx.doi.org/10.1080/03057925.2019.1657317.

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Ariyanto Azis, Aswin. "The Contribution of Post-Conflict Education to Social Transformation and Sustainable Development." Global South Review 2, no. 1 (2017): 63. http://dx.doi.org/10.22146/globalsouth.28853.

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The role of education in post conflict reconstruction has become increasingly important and gained much greater acknowledgment in development studies in recent years. Education is increasingly accepted as an integral part of humanitarian response in emergencies. It can help conflict-affected community and individual to return to normalcy, safeguard the most vulnerable, provide psychosocial care, promote tolerance, unify divided communities, and begin the process of reconstruction and peace building. However, research also suggests that education can encourage intolerance, create or generate inequality, and intensify social tensions that can lead to civil conflict and violence. Education is a key determinant of income, influence, and power. Inequalities in educational access can lead to other inequalities–in income, employment, nutrition and health as well as political position, which can be an important source of conflict. Hence, education has potential to either aggravate the conditions that lead to conflict or to heal them. Nonetheless, the unavoidable conclusions must be that ignoring education, or postponing it, is not an option. This essay attempts to answer question on how post-conflict education be able to contribute to social transformation and sustainable development. It argues that education in general has a key role in both preventing conflict and rebuilding fractured post-conflict societies. Hence it puts forward education as a human development activity and must be undertaken with a development perspective if it is to contribute reversing the damage and to building resilience to prevent further violence conflict.

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Wanjiru, Jenestar. "School leadership and post-conflict education: How can their roles in developing inclusive practices in post-conflict schooling be understood and conceptualized?" Educational Management Administration & Leadership 49, no. 1 (2019): 145–63. http://dx.doi.org/10.1177/1741143219884693.

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The concepts of ‘leadership’ and ‘inclusion’ continue to attract much attention in educational discourses; however, not many studies have explored their connection in schools serving conflict-affected communities where displacement and fragmentation of families risks the access, participation and achievement of many young people in education. This single intrinsic case study with aspects of ethnography was conducted in one post-conflict community primary school in Kenya, following the 2007/8 post-election violence. Overall, the aim was to understand the connection between school leadership and inclusive education practices, with interest in the schooling experiences of conflict-affected children. Following an integration of reviewed literature and findings emerging from the entire study, this paper specifically examines how roles for school leadership can be understood in relation to developing inclusive practices for conflict-affected pupils in post-conflict schooling. Three core thematic issues emerged, suggesting that these roles involved: mediating ‘post-conflict conflicts’; fostering ‘socio-moral connectedness’, and engendering aspects of ‘indigenous leadership practice’ in school. These roles were fundamental in reversing community disintegration and repairing moral distortion. Besides contributing to knowledge in the developing field of education and conflict, this study highlights the joint social, moral and professional investment made by headteachers and teachers in repairing violence-torn societies.

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Awad, Yomna R. "Voluntary non-formal teacher professional learning for democratic peacebuilding citizenship education: A participatory approach." Citizenship Teaching & Learning 17, no. 1 (2022): 85–107. http://dx.doi.org/10.1386/ctl_00083_1.

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This article presents a six-session course the author developed as an integral part of a doctoral research to explore two small groups of teachers’ initial understandings of democratic peacebuilding citizenship through eliciting their narratives of practice and their emerging understandings after voluntarily participating in this non-formal professional learning initiative. Another aim of the study was to explore how their involvement in the course facilitated their own professional learning. Teacher participants were from different private schools in two relatively contrasting contexts, one in the Greater Cairo Area in Egypt and one in the Greater Toronto Area in Canada. This course sets an exemplary participatory approach to inform future research in teacher professional learning for democratic peacebuilding citizenship education in post-conflict zones, societies transitioning out of violent conflict and relatively democratic societies.

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Siregar, Izuddinsyah, and Pramudita Pramudita. "Conflict in the Perspective of Multicultural Education." Jurnal Pendidikan Sosiologi dan Humaniora 16, no. 1 (2025): 58–68. https://doi.org/10.26418/j-psh.v16i1.89438.

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Conflict is an inherent phenomenon in social life and a major challenge in multicultural societies. Differences in values, social status, power, and the unequal distribution of resources often serve as the primary triggers of conflict. This study aims to analyze conflict from the perspective of multicultural education and explore the role of education in mitigating social tensions. Through a theoretical literature-based analysis, this study finds that multicultural education plays a strategic role in fostering social awareness and competencies to create harmony in diverse societies. The key findings of this study indicate that conflict in multicultural societies can be explained through various theoretical perspectives. Marx views conflict as a consequence of class inequalities and the unjust distribution of resources, while Gurr emphasizes that dissatisfaction with structural injustice is a primary factor driving conflict. Meanwhile, Collier’s greed and grievance theory suggests that conflict arises either from political and economic exploitation by dominant groups or as a reaction to injustices experienced by marginalized groups. In this context, multicultural education based on social justice can serve as a solution to address conflicts by ensuring equal access to education and socio-economic opportunities for all social groups. The implications of this study highlight that multicultural education should not remain a mere normative discourse but should be developed into a systematic and sustainable approach to fostering an inclusive and harmonious society. Multicultural education models such as content-oriented programs, student-oriented programs, and socially-oriented programs are recommended as practical strategies to enhance cross-cultural understanding and strengthen social solidarity. Therefore, multicultural education can play a crucial role in reducing social conflicts and promoting stronger social cohesion in diverse societies.

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Uddin, Ala. "Education in Peace-building: The Case of Post-Conflict Chittagong Hill Tracts in Bangladesh." Oriental Anthropologist: A Bi-annual International Journal of the Science of Man 15, no. 1 (2015): 59–76. http://dx.doi.org/10.1177/0972558x1501500105.

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The paper frames the role of education in peace-building in the Chittagong Hill Tracts (CHT) of Bangladesh. The CHT witnessed ethnic conflict since the mid-1970s. The situation intensified with a government sponsored population transfer program toward the region that began in 1979, not only changed the demographic profile of the region, but it forcibly displaced many indigenous people (Pahari)-who less than two decades earlier had already been displaced by a hydroelectric project. Consequently, the Pahari, who were already in duress because of the land scarcity caused by the dam and transmigration, faced further survival problem in competition with the settlers that eventually led to a conflicting situation. However, an accord was signed in 1997 to end the two decade-long bloody conflict in the hills. Although 17 years have elapsed since the signing of the accord, still the CHT is neither a peaceful nor a secured region to its people. This paper posits, education is not a complete solution to the long-standing conflict; however, it has significant role to play in peace-building in the post-conflict and conflict-affected societies. Addressing the sensitive issues education can contribute to reconstruction and social renewal in the aftermath of conflict in the Chittagong Hill Tracts, Bangladesh.

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Svyrydenko, Denys, Weizhen Gao, and Chengzhang Zou. "HIGHER EDUCATION AS A TOOL OF PEACEBUILDING AND DECOLONIZATION: UKRAINIAN CASE AND GLOBAL PERSPECTIVE." Educational Discourse: collection of scientific papers, no. 14(6) (July 15, 2019): 45–54. http://dx.doi.org/10.33930/ed.2019.5007.14(6)-4.

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The conceptualization of the possibilities of Ukrainian higher education as an instrument of peace-building is proposed to be based on a multidimensional approach that has to combine the approaches of modern philosophy of education, educational policy, cultural studies, history, law and political science fruitfully. The experience of educational peace-building is an entire powerful area at modern war and peace studies, and the educational practices of peace-building offered by the other countries’ (Israeli, etc.) education system are valuable to a number of societies included in conflicts. As one of the mentioned educational practices of Israeli education, that could have been implemented in the Ukrainian conflict and, hopefully post-conflict reality (schools of peace, education camps for peace, etc.).

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Riak PhD, Gabriel Alier, and Dut Bol Ayuel Bill. "THE ESSENTIAL OF CAPACITY DEVELOPMENT IN THE POST CONFLICT COUNTRIES." IJRDO - Journal of Social Science and Humanities Research 8, no. 11 (2022): 35–37. http://dx.doi.org/10.53555/sshr.v8i11.5390.

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Capacity development is a concept which is broader than organizational development in that it includes an emphasis on the overall system, environment or context within which individuals, organizations and societies operate and interact (and not simply a single organization)(UNDP, 1998). It can also be the process of developing competencies and capabilities in individuals, groups, organizations, sectors or countries which will lead to sustained and self-generating performance improvement (Aus AID, 2004). Capacity building is badly needed in South Sudan. Much of the adult population spent its youth in war with a minority having access to education abroad; therefore, everything from education, technical training, business training, entrepreneurship and other capacity is required. Anyone doing business in South Sudan should definitely consider a strong CSR element in capacity building, which could take various forms: vocational training, mentoring, or supplementary training. Note that due to the length of the war, there is a general absence of skilled labor or a work ethic in South Sudan. Startup companies may need to consider importing some skilled labor, or trying to identify individuals returning from various Diaspora with the requisite skills (USAID, 2012). Capacity development has the following attributes; Knowledge, Skills, Competencies, Capabilities and innovations

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Hill, Thomas. "Could conflict transformation education serve as a mechanism for increasing peacefulness in Colombia?" Administración y Desarrollo 48, no. 1 (2018): 32–59. http://dx.doi.org/10.22431/25005227.418.

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Conventional approaches to peace education have not led to more peaceful societies. In order to produce the broad political and social shifts that many peace educators have envisioned, a new type of educational approach is needed. Conflict transformation education (CTE) is a promising new approach that seeks to shift attitudes at a group level rather than individually, and embraces rather than denies its explicit political aim to shift social norms regarding the use of violence. CTE could be a useful tool in the post-peace agreement Colombian context.

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Esa El Hawa, Bunyamin Maftuh, and Wilodati Wilodati. "Dynamics of Social Conflict in Hindu and Samawa Ethnic Communities from the Perspective of Sociology Education." Council: Education Journal of Social Studies 2, no. 2 (2024): 87–92. https://doi.org/10.59923/council.v2i2.167.

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The multicultural society is composed of diversity and various cultures that involve values, cultures, and customs emphasized on mutual acceptance of each other in society's life. The conflict that occurred in 2013 involving the Balinese (Hindu) ethnic group and the indigenous population of Sumbawa, this conflict in Sumbawa is the result of a series of conflict events in 1980, 2003, and then occurred again in 2013. This research aims to understand the dynamics of social conflicts between Hindu and Samawa ethnic communities from the perspective of sociology education. The method used is through library research. The results of the study show that from the perspective of sociology education, this ethnic conflict can be a relevant learning material to understand the social construction of multiethnic societies

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Lunkov, A. S. "THE PIONEER GROUP “CARAVELLA” AS AN ALTERNATIVE SOCIAL ENGINEERING PROJECT IN THE CONTEXT OF THE POST-CONFLICT SITUATION OF THE 1970s AND 1980s." Вестник Пермского университета. История, no. 3 (2024): 135–43. http://dx.doi.org/10.17072/2219-3111-2024-3-135-143.

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The end of the Second World War had a profound impact on the societies involved, shaping their post-conflict situations. It is crucial to distinguish between two key concepts: the “post-war situation”, denoting the period following the cessation of hostilities and transition to peace, and the “post-conflict situation”, defined by how the parties involved in the conflict experience, understand, and respond to its progression and resolution. During this period, youth organizations worldwide embarked on projects aimed at preparing individuals for the new era after the war. However, by the early 1960s, society began to move away from immediate post-war expe-riences and focus on commemoration, constructing individual and collective memories. Children's organizations in many countries shifted from project-based approaches to operational ones, updating existing models for shap-ing successive generations. This shift ushered in a phase of “mass production” of individuals tailored to society's specific needs. Simultaneously, a new post-conflict situation emerged globally, marked by internal conflicts in the Warsaw Pact countries (for example, Hungary in 1956 and Czechoslovakia in 1968), as well as in Western nations (such as the late 1960s student movements). Against this backdrop, alternative approaches to human de-velopment gained traction. These counter-projects offered different perspectives on the education of the younger generation, challenging mainstream practices. One notable example of this was the Soviet pioneer group “Caravella”, distinguished by its passion, clear vision for the future, and the resources for implementing its social engineering project. This article reconstructs the social engineering project implemented within the “Caravella” group, examining its characteristics as a counter-project opposing the mainstream pioneer movement.

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Matsumoto, Mitsuko. "Technical and vocational education and training and marginalised youths in post-conflict Sierra Leone: Trainees’ experiences and capacity to aspire." Research in Comparative and International Education 13, no. 4 (2018): 534–50. http://dx.doi.org/10.1177/1745499918807024.

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The article aims to build on current understandings of the experiences and aspirations of technical and vocational education and training (TVET) trainees in conflict-affected countries, focussing on the case study of Sierra Leone. Employing the capabilities approach pioneered by Amartya Sen, it casts light on the different benefits beyond employability which young people acquire through TVET. This includes the development of their ‘capacity to aspire’. At the same time, the article shows the poor conditions and social stigma that continue to surround TVET and the profession of ‘skilled man’ in the country of Sierra Leone. By doing so, the article shows the potential of capabilities approach and the concept of ‘capacity to aspire’ to more systematically look at the wider benefits of TVET to young people. It also reveals the simplistic nature of the international community’s expectations with regards to TVET’s role in post-conflict societies.

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Tu, Edward Jow-Ching, Yuruo Yan, and Jiaying Zhao. "Ultra-low fertility, gender equity and policy considerations." Asian Education and Development Studies 6, no. 2 (2017): 112–24. http://dx.doi.org/10.1108/aeds-02-2016-0016.

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Purpose The purpose of this paper is to focus on the issue and the reasons why fertility patterns in many industrialized and post-industrialized societies decline so rapidly, primarily in newly industrialized countries, particularly in East Asia, and especially after the countries have adopted the capitalist and market economy as the preferred approach to improve the lives of their population. Design/methodology/approach The authors discuss gender equality and the relationship between fertility and female labor force participation in industrialized and post-industrialized countries, in the context of role incompatibility, mainly for women and the level of the strength and rigidity of family- and gender-role norms/attitudes that affect the behaviors of men and women. Findings The existing family-related policies and programs which have reduced the role conflict and incompatibility experienced by working mothers are reviewed and discussed under national orientations toward the resolution of work–family conflict since they could affect the relevance, acceptance, significance and effectiveness of policies being developed and approved to carry on under institutional context within a nation. Originality/value Specific strategies and policies to reduce role incompatibility and childcare arrangements and their costs are discussed, especially for East Asian nations.

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Krasniqi, Safet. "Standards for Quality Assurance of Education in Kosovo According to European Higher Education Standards." Integrated Journal for Research in Arts and Humanities 2, no. 5 (2022): 224–27. http://dx.doi.org/10.55544/ijrah.2.5.35.

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In this paper I will address the challenges of Kosovo in a sector of social life, education. Addressing this topic is important for post-conflict societies that need help in building, establishing and making educational institutions functional. Ensuring the conditions for a quality education is related to the level of awareness and the need for educational planning. The work is focused on the possibilities of improving the quality of education, capacity building through local and international projects supported by the budget of Kosovo and the EU. The article begins with the analysis and planning process according to the SWOT program. Within the scientific methodology, research, material, historical, analytical and partially comparative methods were used. Theoretical and practical issues related to European strategies and standards will be elaborated, which increase the possibilities of achieving the objectives for ranking the education system of Kosovo in the direction of raising the quality of education.

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Awad, Yomna R. "Food for thought: The trajectories of democratic peace-building citizenship education." Citizenship Teaching & Learning 14, no. 3 (2019): 347–63. http://dx.doi.org/10.1386/ctl_00014_1.

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Abstract The notions of democracy, peace-building and citizenship are all contested and multifaceted in the literature in terms of their meaning and their application in schools and other learning settings. This article is an attempt to explore the trajectories of democracy, peace-building and citizenship education in conflict zones, societies transitioning out of violent conflict and relatively democratic societies. After delving into the intersectionality of democracy, peace-building and citizenship education, the article highlights essential theoretical and practical peace-building citizenship approaches including education for humanization, human rights education, culturally relevant pedagogy and pedagogy of hope. In addition the author theorizes the components essential for the attainability of democratic peace-building citizenship education.

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Hikah Benson, George. "Traditional Peace Education and its Conflict Prevention Role among Indigenous Ghanaian Societies." Current Research in Psychology and Behavioral Science (CRPBS) 4, no. 3 (2023): 1–9. http://dx.doi.org/10.54026/crpbs/1092.

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Among the varied United Nations (UN) conflict containment templates, the ‘Peace Education’ concept is of relative novelty. Nonetheless, it has proven to be an effective conflict prevention tool at all societal levels. However, long before its official acceptance as a conflict prevention mechanism by the UN, traditional peace education had deep roots in Africa where parents and society have consciously thought the youth the essence of peaceful coexistence. In particular, Ghanaian children at their early stages through to adulthood are taken through lessons of several virtues at home that include love, togetherness, equality, fairness, tolerance, forgiveness, hospitality, reconciliation, and the fear of God, amongst others in terms of peace education. This study examined the conflict-preventive role of traditional peace education in Ghana. Accordingly, the study used an exploratory mixed-method approach to seek the views of 30 participants qualitatively and 1456 respondents quantitatively. It also relied on the content analysis of secondary and tertiary sources using sociological and historical approaches. The findings are that peace education via both formal and informal channels has become a key conflict prevention tool of the United Nations, and peace education has the potential and prospects of preventing conflicts in the 21st Century. Further, Ghana is recognized globally as one of the most peaceful countries in the world as largely attributed to its adherence to traditional home-grown lessons on peace education. Following challenges regarding the fullscale implementation of both formal and informal peace education in Ghana, the paper amongst others recommend that peace education programs should be incorporated into the regular school curriculums, with the total commitment of the government in terms of implementation and funding. Moreover, to prevent conflicts at the local level, there is a need to build the capacities of communities in terms of knowledge and skills in peace education.

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Kloubert, Tetyana. "Promoting Perspective Transformation in Post-Totalitarian Societies." Journal of Transformative Education 18, no. 1 (2019): 8–23. http://dx.doi.org/10.1177/1541344619876274.

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This article explores both the prerequisites and barriers of perspective transformation in the context of two Eastern European societies as examples of post-totalitarian states. Although personal cognitive development is considered as an outcome of perspective transformation, I will demonstrate that certain manifestations of cognitive development as well as autonomous thinking are rather preconditions for engaging in the critical reflection and rational discourse necessary for perspective transformation. These manifestations cannot be taken for granted in societies with a long and still vivid tradition of totalitarianism.

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Milton, Sansom, and Sultan Barakat. "Higher education as the catalyst of recovery in conflict-affected societies." Globalisation, Societies and Education 14, no. 3 (2016): 403–21. http://dx.doi.org/10.1080/14767724.2015.1127749.

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Moore, James R. "The Role of Ethnicity in Social Studies Education: Identity and Conflict in a Global Age." Social Studies Research and Practice 3, no. 1 (2008): 42–54. http://dx.doi.org/10.1108/ssrp-01-2008-b0003.

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This article examines the continued salience of ethnic identity and ethnic conflicts in world politics; this is especially important given the central role that ethnicity plays in world politics, especially many developing world countries. The author argues that teachers and teacher educators must understand the pivotal role that ethnicity continues to play in world politics, especially in post-colonial African and Asian societies. Teaching about global issues, such as the current war in Iraq, population patterns in the former Soviet Union, and the genocide in Sudan, requires a deep understanding of ethnicity and its major perspectives. Moreover, by adopting a non-linear perspective, students can understand that traditional societies will reassert their ethnic identities as they confront the powerful and dynamic forces of globalization. Finally, the article will establish the links between ethnicity and multicultural and global education, especially the National Council for the Social Studies major curriculum standards.

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Bar-Tal, Daniel, and Yigal Rosen. "Peace Education in Societies Involved in Intractable Conflicts: Direct and Indirect Models." Review of Educational Research 79, no. 2 (2009): 557–75. http://dx.doi.org/10.3102/0034654308330969.

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The present article deals with the crucial question: Can peace education facilitate change in the sociopsychological infrastructure that feeds continued intractable conflict and then how the change can be carried? Intractable conflicts still rage in various parts of the globe, and they not only cause local misery and suffering but also threaten the well-being of the international community at large. The present article examines the nature of peace education in societies that were, or are still, involved in intractable conflict. It presents the political–societal and educational conditions for successful implementation of peace education and describes two models for peace education: direct and indirect peace education. Finally, the article offers a number of conclusions.

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Alfian, Sulistiyo, and Indartono Setyabudi. "The Implementation of Multicultural Education of Sosial Studies in Indonesia." International Journal of Management and Humanities (IJMH) 3, no. 12 (2019): 34–38. https://doi.org/10.35940/ijmh.L0335.0831219.

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Multicultural-based learning in Social Studies is urgent, considering that post-reformation shows the disintegration of the nation with a variety of issues, as well as various issues that all lead to conflicts that threaten the disintegration of the nation. Therefore, some of the focus of this study is a multicultural-based Social Studies learning model, which based on its design has the potential to accommodate multicultural issues that ultimately create a conducive learning environment for diversity values that are very useful in efforts to reduce ethnic conflict and enhance the values of national integrity. Multicultural education as an instrument to encourage schools to play a role in instilling awareness in multicultural societies and developing tolerant attitudes to realize the needs and abilities to work together with all the differences that exist. 

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Bekerman, Zvi, and Ifat Maoz. "Troubles With Identity: Obstacles to Coexistence Education in Conflict Ridden Societies." Identity 5, no. 4 (2005): 341–57. http://dx.doi.org/10.1207/s1532706xid0504_3.

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Habib, Maan. "Digital transformation strategy for developing higher education in conflict-affected societies." Social Sciences & Humanities Open 8, no. 1 (2023): 100627. http://dx.doi.org/10.1016/j.ssaho.2023.100627.

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Georgieva, Lidija. "Peace Governance and Multiculturalism: What role for Peace Education in the Balkans." European Journal of Social Sciences Education and Research 10, no. 2 (2017): 153. http://dx.doi.org/10.26417/ejser.v10i2.p153-166.

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This article will focus on theoretical and practical dilemmas related to the concept of peace governance, and within this context on the possible transformative role of peace education trough facilitation of contact between communities in conflict. The basic assumption is that violent conflicts in the Balkans have been resolved trough negotiated settlements and peace agreements. Yet, education strategy including peace education and its impact on post-conflict peacebuilding and reconciliation are underestimated. Peace governance is recognized as a dynamic but challenging process often based on institutional and policy arrangements aimed to at least settle conflict dynamics or in some cases even to provide more sustainable peace after signing of negotiated settlement in multicultural societies. We will argue that education in general is one of the critical issues of peace governance arrangements that could facilitate peacebuilding and create a contact platform between communities. The first question addressed in this article is to what extend peace agreements refer to education as an issue and the second one relate to the question if education is included in peace agreement to what extent it contributes for contact between different conflicting communities. Although it is widely accepted that contacts between former adversaries contributes for multicultural dialogue it is less known or explained if and in what way peace agreements provisions on education facilitate contact and transformation of conflicting relations.

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Bekerman, Zvi, and Michalinos Zembylas. "Engaging with religious epistemologies in the classroom: Implications for civic education." Research in Comparative and International Education 12, no. 1 (2017): 127–39. http://dx.doi.org/10.1177/1745499917698311.

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Our point of departure in this paper is the observation that in many secular societies—which may be so in variable degrees, especially in the West—as well as in societies emerging out of religious conflict, there may be the perception that educational systems ought to promote civic values while sidestepping religious or cultural values. This entanglement, in our view, presents a challenge that is deeply political, because effective participation in a society is directly relevant to ideals about equity, social justice, power relations, and the common good. We suggest that when religious and cultural affiliations are excluded from such ideals, this makes effective participation more possible or perhaps less so, especially for certain social groups such as minority and marginalized groups or groups that have been victimized in a conflict situations.

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Bekerman, Zvi, and Michalinos Zembylas. "Identity negotiations in conflict-ridden societies: historical and anthropological perspectives." Paedagogica Historica 52, no. 1-2 (2016): 201–18. http://dx.doi.org/10.1080/00309230.2015.1133674.

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Matsumoto, Mitsuko. "Technical and vocational education and training and marginalised youths in post-conflict Sierra Leone: Trainees' experiences and capacity to aspire." Research in Comparative and International Education 13, no. 4 (2018): 534–50. https://doi.org/10.1177/1745499918807024.

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The article aims to build on current understandings of the experiences and aspirations of technical and vocational education and training (TVET) trainees in conflict-affected countries, focussing on the case study of Sierra Leone. Employing the capabilities approach pioneered by Amartya Sen, it casts light on the different benefits beyond employability which young people acquire through TVET. This includes the development of their ‘capacity to aspire’. At the same time, the article shows the poor conditions and social stigma that continue to surround TVET and the profession of ‘skilled man’ in the country of Sierra Leone. By doing so, the article shows the potential of capabilities approach and the concept of ‘capacity to aspire’ to more systematically look at the wider benefits of TVET to young people. It also reveals the simplistic nature of the international community’s expectations with regards to TVET’s role in post-conflict societies.

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Kovac, Danilo. "The Purposes of History Education in the Context of “Flourishing Life”, “Powerful Knowledge” and Political Reconciliation." European Journal of Teaching and Education 3, no. 1 (2021): 11–19. http://dx.doi.org/10.33422/ejte.v3i1.648.

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Stretching beyond its theoretical field, the debates about the purposes of history education are of great importance to curriculum writers and classroom practitioners. The content selection from a broad field of history is connected to what educators deem an overarching purpose of education. With this in mind, this paper aims to examine the purposes of teaching history against the background of the two general theories of education, namely – the theories of a flourishing life and powerful knowledge. While the theory of a flourishing life encourages the development of personal autonomy, allowing individuals to make successful choices, the theory of powerful knowledge examines the importance of traditional academic knowledge for individual success. The paper will also use the context of post-conflict societies, to reflect on the question of possible purposes of history education.

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Milton, Sansom. "Higher education and sustainable development goal 16 in fragile and conflict-affected contexts." Higher Education 81, no. 1 (2020): 89–108. http://dx.doi.org/10.1007/s10734-020-00617-z.

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AbstractSustainable Development Goal 16 commits to ‘promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels’. While the concerns of SDG16 with violence reduction, rule of law, and governance are relevant to all societies, this paper focuses on fragile and conflict-affected countries, many of which have the hardest task in achieving SDG16. It analyses how higher education can contribute towards—or detract from—SDG16 through teaching, research, governance, and external leadership. It then analyses four dynamics influencing the agency of universities in fragile and conflict-affected contexts in engaging with SDG16: resource mobilisation and the public good; securitisation; academic freedom, insecurity, and politicisation; and tensions between demands for localisation and the universalising logics of liberal peacebuilding models and the SDGs.

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Ruagadi, Henry Anderson. "Reintegrating Poso: A Comparative Study of Islam and Christianity in Sayo and Pamona Villages." Socio Politica : Jurnal Ilmiah Jurusan Sosiologi 14, no. 1 (2024): 33–42. http://dx.doi.org/10.15575/socio-politica.v14i1.39133.

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This study aims to analyze Post-Conflict Social Reintegration in Poso. Post-conflict social reintegration in Poso needs to be carried out to realize lasting peace in Poso Regency and prevent the recurrence of conflicts. The study was conducted using a qualitative approach. Data collection was carried out by interviewing 24 Muslim and Christian informants in Sayo and Pamona Villages. The results of the study found: 1. Social Reintegration of Islam and Christianity in Sayo Village and Pamona Village after the Poso Conflict, namely building trust between Muslims and Christians by Cultivating tolerance, mutual respect, appreciation, living and loving; increasing the role of religious leaders in providing soothing spiritual watering; instilling an attitude of loyalty in citizens; instilling an attitude of mutual trust through family education. Common identity, joint activities, and pro-reintegration policymaking also strengthened it. In realizing reintegration, Muslims and Christians have a strong desire to realize lasting peace. Finally, there are three values of Sintuwu Maroso as the most effective Local Wisdom in integrating Islamic and Christian societies after the Poso Conflict, namely: Tuwu Metubunaka, Mombepatuwu and Mombepomawo. These three values are infused and applied by Muslims and Christians in Sayo and Pamona Villages to blend in with each other, coexist, stay away from prejudice, accept each other and respect each other.

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Jean-Pierre, Marky. "Language, education, and development: post-colonial societies and neoliberalism." British Journal of Sociology of Education 40, no. 4 (2019): 507–22. http://dx.doi.org/10.1080/01425692.2019.1591269.

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Frisancho, Susana, and Félix Reátegui. "Moral education and post‐war societies: the Peruvian case." Journal of Moral Education 38, no. 4 (2009): 421–43. http://dx.doi.org/10.1080/03057240903321907.

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Yadav, Chanda, and Lokesh Gupta. "Role of Age, Education and Marital Status on Family environment among adults." International Journal of Science and Social Science Research 1, no. 2 (2023): 226–30. https://doi.org/10.5281/zenodo.13380532.

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Background- Families are the main social group in which people discover their sense of self and drive to survive. The term "family" refers to a group of people who are related through marriage, blood relations, or adoption. The family members live under the same roof as one another and share a same environment. They engage and communicate as a group when playing roles such as a husband and wife, mother and father, son or daughter, etc. Even though the connections between people, families, societies, cultures, and civilizations are complicated and changeable, this unit shares several traits with all societies. Aim & Objective-To see the effect of age, education and marital status on family environment among adults. Material and method- Total 100 adult participants, age 18 to 60 years (mean age 32.84 and SD 8.27) were taken through purposive sampling. They were compared with age, education and marital status. Tools included a personal data sheet, which was used to collect socio-demographic information and personal data pertinent to the current situation, including name, age, gender, education, occupation, marital status, religion, place of residence, family type, family size, and family environment scale. Result- family environment was assessed in 8 different areas of adult participants. It was found that difference observed on the basis of education in two dimension- Relationship dimension (conflict) and Personal growth dimension (reactive-recreational orientation) low score of graduate participants indicates that they are not expressive and low in personal growth as compare to post graduate participants. Difference was also observed in married and single participants in relationship dimension (Cohesion, expressiveness and conflict). Findings suggests that single has highly cohesive and expressive as compared to married participants and married Has high conflict as compared to single. Findings also suggests that participants having age between 18 to 30 years highly expressive as compare to age range of 31 to 60 years. Conclusion- It can be concluded that age, education and marital status may affects person’s relationship and personal growth.

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Zembylas, Michalinos. "Higher education for the public good in post-conflict societies – curricular justice and pedagogical demands: a response from Cyprus and South Africa." Higher Education Research & Development 36, no. 1 (2016): 36–42. http://dx.doi.org/10.1080/07294360.2017.1249071.

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Underwood, Sam. "Investing in Change: Education, Transitional Justice and Impact in the Colombian Peacebuilding Process." Deusto Journal of Human Rights, no. 13 (December 11, 2017): 91. http://dx.doi.org/10.18543/aahdh-13-2015pp91-123.

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Investment in educational initiatives as transitional or transformative mechanisms in societies trying to build peace is often limited by several assumptions. First, it is often held as that education is largely a tool of prevention, and that the impact of the initiatives cannot be measured. Second, children are considered only as the «future generation» who will «inherit» the society, reducing their value to their future potential and undermining their agency in the present. Third, since introducing sensitive issues into the formal education system is politically difficult and risks reopening old wounds, it is held that educational initiatives are dependent on, and thus secondary to, a sustained reconciliation or peacebuilding process. As a result of these assumptions, education is often shelved as a long-term, developmental issue in post-conflict societies, and does not benefit from the resources brought by the «peace dividend.» This article seeks to deconstruct these assumptions, and argue that educational initiatives in fact have an observable, measurable, transformative impact on individuals, groups and societies. If this impact is supported and sustained by economic and political investment, education can play a central role in peacebuilding and transformative initiatives.Received: 01 August 2015 Accepted: 15 October 2015 Published online: 11 December 2017

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SALİH, Forat. "INTERNATIONAL ARMED CONFLICT AND ITS IMPACT ON EDUCATION." IJAEDU- International E-Journal of Advances in Education 8, no. 24 (2023): 242–46. http://dx.doi.org/10.18768/ijaedu.1199282.

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Violent conflict represents one of the greatest development challenges facing the international community. If we look beyond the immediate human suffering in these cases, we find that international armed conflict is one of the underlying causes of poverty, inequality and economic stagnation. Children and education systems are often the targets of violent conflict. It is necessary to liberate all the energies and capabilities of education in order to become a force for peace, therefore the Preamble to the Constitution of UNESCO declares that “since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed.” (UNESCO,2011) There are no more immune bulwarks than public behaviours and attitudes based on tolerance, mutual respect and a commitment to dialogue, which must be developed and refined every day in classrooms around the world. If schools are used in another way, i.e., as a tool for the development of a spirit of intolerance, chauvinism and disrespect for others, this not only leads to ignorance but also paves the way for violence. Official and non-official stakeholders involved in the United Nations system should take an active role in rebuilding education systems in conflict-affected countries, drawing on work in the areas of intercultural dialogue in order to spread peace, curriculum development, teacher preparation and textbook reform, passed Many years since the establishment of the United Nations, the nature of the challenges posed by the militants has changed and the methodology of conflicts has changed, but the principles, values and institutions on which the regime is based have not changed, though the United Nations has retained its credibility and remained in force as always. In his article, the author refers to the necessity of education in building societies, drawing on examples from the history of nations to inform the public of the need to support educational institutions by states, governments and even at the level of individuals and civil society activists because of their profound impact on the sustainability, goodness and prosperity of societies. It has presented some legal texts that have been enacted to protect education at all levels and the rights of learners in times of armed conflict and insecurity.

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Jones, Adele. "Curriculum and Civil Society in Afghanistan." Harvard Educational Review 79, no. 1 (2009): 113–22. http://dx.doi.org/10.17763/haer.79.1.l655m5m3n0220220.

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Although research has traditionally discussed the ways in which societies in conflict develop educational practices, only recently have scholars begun to examine the role of education in creating or sustaining conflict. In Afghanistan, changing regimes have had an impact on state-sanctioned curricula over the past fifty years, drastically altering the purpose and ideology of education. In this article, Adele Jones traces the changing nature of Afghan curricula since the 1960s, highlighting the conflict surrounding curricula during the Soviet regime. She posits that resistance to statesanctioned curricula was seen as resistance to the state regime, often putting schools at the center of conflict. This continues today, as Taliban groups resist the Western-influenced curricula of modern Afghanistan. Jones argues that understanding this cycle of resistance is critical for Western agencies aiming to support educational efforts in the country.

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Ayentimi, Desmond Tutu, John Burgess, and Kerry Brown. "HRM development in post-colonial societies." International Journal of Cross Cultural Management 18, no. 2 (2018): 125–47. http://dx.doi.org/10.1177/1470595818765863.

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This article is based on a literature review that integrates history, institutions and culture to address the following research questions. First, how did human resource management (HRM) progress during post-colonial Ghana? Second, what factors are likely to undermine the advancement of HRM practices in Ghana? Finally, what are the implications for HRM practice and theory? This article identified several factors originating from the economic and socio-cultural system as driving forces underpinning the advancement of HRM practices in Ghana. Key issues are (i) Ghanaian cultural beliefs and assumptions; (ii) respect for social status, power and authority; (iii) the involvement of religious institutions in business activities; (iv) the dominance of small and medium scale enterprises in the local economy (informal sector); (v) education, skills development and training mismatch; and (vi) lack of HRM professionalization and regulatory body. This article argues the assimilation of history, institutions and culture connects comparative HRM practices and post-colonial studies to establish a detailed understanding of persistent colonial institutional inheritance (legacies) of HRM practices as against HRM practices that signify the effects of Ghanaian contextual distinctiveness. We conclude that the best practice is building a synergy of foreign HRM practices alien to Ghana and the culture-sensitive Ghanaian version that produces the best-fit HRM practices for Ghana.

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Zinchenko, Viktor, Nataliia Krokhmal, Оlha Horpynych, and Nataliia Fialko. "Post-Industrial model of Society, Education and science in Philosophical concepts of Radical Pedagogy in the context of Globalization for the Sustainable Development." American Research Journal of Humanities and Social Sciences 7, no. 1 (2021): 1–6. http://dx.doi.org/10.21694/2378-7031.21015.

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Critical theory of education should be based on a critical theory of society, which is conceptually analyzes the features of actually existing industrial and post-industrial societies and their relations of domination and subordination (oppression), conflict and the prospects for progressive social change and transformative practices that make projects more complete, freer life and democratic society. Criticality theory means a way of seeing and understanding, building categories, making connections, reflection and participation in practice theory, theory of withdrawal of social practice.This term contains an element of emancipation, liberation and self-determination of the oppressed and exploited masses, recognizing that people are socially excluded from the material security, education and decision-making can share vidrefleksuvaty their situation, realize that it is unauthorized again, and realize that they must organize themselves in order to change the structure of society.

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Chia, Esther, and Aliyu Abdulsamad. "Strengthening Social Cohesion, Conflict Management, and Diversity Education through the Implementation of Social Studies Education." COMPETITIVE: Journal of Education 4, no. 1 (2025): 33–42. https://doi.org/10.58355/competitive.v4i1.131.

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Social cohesion, conflict management and diversity education are essential components that should be included in any educational curriculum that is designed to cater for multifaceted societies. The Social Studies curriculum that is included in the National Certificate of Education (NCE) in Nigeria is designed to meet these components. On the other hand, the effectiveness of the curriculum in terms of achieving these goals has been the subject of many discussions. For the purpose of determining whether or not the curriculum is efficient in fostering abilities related to social cohesion, conflict management, and diversity, a survey was carried out among students studying Social Studies in Colleges of Education in North-West Nigeria. A comprehensive analysis of the National Certificate in Education (NCE) Social Studies curriculum in Nigeria is presented here, focusing on both its strengths and areas that could use some work. As part of the evaluation process, the effectiveness of the curriculum in developing skills related to social cohesion, conflict management, and diversity is assessed. A number of suggestions are offered in order to improve the curriculum and better prepare future educators for the multifaceted society that exists in Nigeria. According to the findings of the study, there is a pressing need for a more direct emphasis on conflict management skills, negotiation skills, and an appreciation for diversity

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Villalobos, Cristóbal. "Social conflicts in the educational field: A conceptual model for understand this problematic in contemporary societies." International Journal of Sociology of Education 4, no. 1 (2015): 49–68. http://dx.doi.org/10.4471/rise.2015.03.

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This article presents a conceptual model for studying educational conflicts in contemporary societies. Based on the notions of Bourdieu´s habitus and field, educational conflict is meant as a historical process, which is logical, characteristics and forms of development that are not necessarily identical to the processes that precede these conflicts are understood and, moreover, is understood as a social relationship between actors who are strongly determined by the structure in which they find themselves. From this idea, two distinctive aspects of educational conflicts are distinguished: The scale and the tool of conflict, from which emerge four ideal types of conflict: i) to functiong; ii) to meaning; iii) to position and; iv) to power. Thus, conceptuals elements for theoretical and empirical research on conflict in education field are delivered, promoting the analysis of this phenomenon as a way of relation the educational field with the structure of the society and the agency of actors.

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Ambali, Rasheed. "PEACE EDUCATION AS A CATALYST TO RELIGIOUS CONFLICTS AND PROBLEMS OF NATIONAL DEVELOPMENT IN NIGERIA." Nigerian Educational Digest (NED) Volume 14, No. 1, June 2022 (2022): 165–73. https://doi.org/10.5281/zenodo.7770057.

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Peace and conflict studies as a discipline have no doubt become a global necessity. Its imperativeness is not unconnected with the fact that the two concepts relate to the conditions that define and determine human existence and well- being in contemporary international community. Many conditions today serve as threat to peace and security and therefore make it a sine-qua-non for its understanding as a way of achieving peace, stability and development in the human society. Conflict and insecurity appeared to have found negative place in post independent Nigeria. Consequently, the need for its study and understanding has become necessary. One major strategy for addressing this is through education in peace and conflict management for sustainable national development. It is in the light of the above that this paper examines in specific terms peace education and national development in Nigeria with a view to identifying the nexus between education for peace and development. Qualitative research method by means of consulting literature as a means of data gathering was adopted for the study. The study reveals that in virtually all human societies, religion has always been a very sensitive issue. It also reveals that there is an incontrovertible connection between peace education and national development most especially in a plural society like Nigeria. The study further discovered that religion is being used as instruments of oppression and deceit in Nigerian politics since independence. The paper therefore submitted that for the country to occupy its rightful position in the comity of nations there is need for its government to intensify efforts in the development of curriculum on peace and conflict studies in primary, secondary and tertiary institutions for sustainable peace and development.

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Wisler, Andria, and Claire Anderson. "Peace Education in Conflict and Post‐conflict Societies: Comparative Perspectives edited by Claire McGlynn, Michalinos Zembylas, Zvi Bekerman, and Tony Gallagher. New York: Palgrave Macmillan, 2009. 274 pp. $90.00 (cloth). ISBN 978‐0230‐60842‐9." Comparative Education Review 54, no. 3 (2010): 463–65. http://dx.doi.org/10.1086/655415.

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Taylor, Laura K., Dean O’Driscoll, Christine E. Merrilees, Marcie Goeke-Morey, Peter Shirlow, and E. Mark Cummings. "Trust, forgiveness, and peace: The influence of adolescent social identity in a setting of intergroup conflict." International Journal of Behavioral Development 46, no. 2 (2022): 101–11. http://dx.doi.org/10.1177/01650254211066768.

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Following the signing of peace agreements, post-accord societies often remain deeply divided across group lines. There is a need to identify antecedents of youth’s support for peace and establish more constructive intergroup relations. This article explored the effect of out-group trust, intergroup forgiveness, and social identity on support for the peace process among youth from the historic majority and minority communities in Belfast, Northern Ireland. The sample comprised 667 adolescents (49% male; M = 15.74, SD = 1.99 years old) across two time points. The results from the structural equation model suggested that out-group trust was related to intergroup forgiveness over time, while forgiveness related to later support for the peace process. Strength of in-group social identity differentially moderated how out-group trust and intergroup forgiveness related to later support for peace among youth from the conflict-related groups (i.e., Protestants and Catholics). Implications for consolidating peace in Northern Ireland are discussed, which may be relevant to other settings affected by intergroup conflict.

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Journal articles on the topic 'Education in post-conflict societies'

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