© 2019

Schooling for Peaceful Development in Post-Conflict Societies

Education for Transformation?


  • Questions if formal education can in fact affect peacebuilding in post-conflict societies

  • Debunks the myth of 'building back better'

  • Explains why formal education in post-conflict developing societies is so impervious to radical change


About this book


This book explores how, and if, formal education affects peacebuilding in post-conflict societies. As schooling is often negatively implicated in violent conflict, the author highlights the widely expressed need to ‘build back better’ and ‘transform’ schooling by changing both its structures and processes, and its curriculum. Drawing upon research from a wide range of post-conflict developing societies including Cambodia, Colombia and Kenya, the author examines whether there is any empirical support for the idea that schooling can be transformed so it can contribute to more peaceful and democratic societies. In doing so, the author reveals how the ‘myth’ of building back better is perpetuated by academics and international organisations, and explains why formal education in post-conflict developing societies is so impervious to radical change. This important volume will appeal to students and scholars of education in post-conflict societies.


Post-conflict society Schools and peace Peace in post-conflict societies Schooling in developing countries Post-conflict developing societies Schooling for democratic societies Fostering peace through curriculum

Authors and affiliations

  1. 1.School of EducationUniversity of BirminghamBirminghamUK

About the authors

Clive Harber is Emeritus Professor of International Education at the University of Birmingham, UK. His research interests include education for peace and democracy on the one hand, and education for violence and authoritarianism on the other.

Bibliographic information