Abstract
This chapter reviews some of the key debates in the growing field of education and conflict studies. In recent years, the interrelationship between education and conflict has been explored widely in the academic as well as the practitioner literature.1 More importantly, development practitioners are increasingly recognizing the need to understand this complex nexus in order to inform educational programming in conflict-affected environments.2 In the era of globalization, education serves as a mechanism for social, political and economic control, which is exercised in the consensual mutuality between political elites and corporate interests. In this context, societies struggle to cultivate humanity against the dominance of neoliberalism as well as to make schooling relevant to disenfranchised populations while recognizing the social and cultural situationality of education. In this chapter, I will discuss the following key issues relating to education, social change and conflict, particularly focusing on: (1) interactions between education and conflict — that is, education as victim and perpetrator; (2) education as liberation, resistance and revolution; and (3) education as peacebuilder and pedagogies for peacebuilding.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
Notes
Lynn Davies, Education and Conflict: Complexity and Chaos (London: Routledge, 2004);
Mario Novelli and Mieke Lopez Cardozo, ‘Conflict, Education and the Global South: New Critical Directions’, International Journal of Educational Development 28 (2008): 473–488;
UNESCO, The Hidden Crisis: Armed Conflict and Education. Education for All — Global Monitoring Report 2011 (Paris: United Nations Educational, Scientific and Cultural Organization, 2011); Save the Children, Attacks on Education: The Impact of Conflict and Grave Violations on Children’s Futures (London, 2013).
INEE, The Multiple Faces of Education in Conflict-Affected and Fragile Contexts (New York: International Agency Network for Education in Emergencies, 2010); UNESCO, The Hidden Crisis.
Karen Mundy and Sarah Dryden-Peterson, ‘Educating Children in Zones of Conflict: An Overview and Introduction’, in Educating Children in the Conflict Zones: Research, Policy, and Practice for Systemic Change, eds Karen Mundy and Sarah Dryden-Peterson (New York: Columbia University Press, 2011).
GCPEA, Education under Attack 2014 (New York: Global Coalition for Protecting Education from Attack, 2014).
Julia Maxted, ‘Children and Armed Conflict in Africa’, Social Identities: Journal for the Study of Race, Nation and Culture 9, no. 1 (2003): 61.
Peter Buckland, Reshaping the Future: Education and Post-Conflict Reconstruction (Washington, DC: World Bank, 2005).
Deepak Thapa and Bandita Sijapati, A Kingdom under Siege: Nepal’s Maoist Insurgency, 1996 to 2004 (London: Zed Books Ltd, 2004).
Mario Novelli, ‘Are We All Soldiers Now? The Dangers of the Securitization of Education and Conflict’, in Educating Children in Conflict Zones: Research, Policy, and Practice for Systemic Change: A Tribute to Jackie Kirk, eds Karen Mundy and Sarah Dryden-Peterson, International Perspectives on Education Reform Series (New York: Teachers College Press, 2011).
Lynn Davies, ‘The Different Faces of Education in Conflict’, Development 53, no. 4 (2010): 491–497;
Kenneth D. Bush and Diana Saltarelli, Two Faces of Education in Ethnic Conflict: Towards a Peacebuilding Education for Children (Florence, 2000); Novelli and Cardozo, ‘Conflict, Education and the Global South’.
Mark Duffield, Global Governance and the New Wars: The Merging of Development and Security (London: Zed Books, 2001).
Samuel Bowles and Herbert Gintis, Schooling in Capitalist America. Educational Reform and the Contradictions of Economic Life (London: Routledge and Kegan Paul, 1976);
Pierre Bourdieu and Jean Claude Passeron, Reproduction in Education, Society and Culture (London: Sage, 1977).
Pierre Bourdieu, ‘The School as a Conservative Force: Scholastic and Cultural Inequalities’, in Contemporary Research in the Sociology of Education, ed. John Eggleston (Oxon: Routledge, 1974), 32.
James Ferguson, Global Shadows: Africa in the Neo-Liberal World Order (London: Duke University Press, 2006), 192.
Joao Viegas Fernandes, ‘From the Theories of Social and Cultural Reproduction to the Theory of Resistance’, British Journal of Sociology of Education 9, no. 2 (1988): 169.
Henrik Urdal, ‘A Clash of Generations? Youth Bulges and Political Violence’, International Studies Quarterly 50, no. 3 (2006): 607–629.
UNICEF, The Role of Education in Peacebuilding: Literature Review (New York: United Nations Children’s Fund, 2011), 7.
Amartya Sen, Development as Freedom (Oxford: Oxford University Press, 1999).
Jeremy Rappleye, ‘Different Presumptions about Progress, Divergent Prescriptions for Peace: Connections between Conflict, “Development” and Education in Nepal’, in Education, Conflict and Development, ed. Julia Paulson (Oxford: Symposium, 2011).
Oliver P. Richmond and Jason Franks, ‘Liberal Hubris? Virtual Peace in Cambodia’, Security Dialogue 38, no. 1 (2007): 29.
Ronald Paris, ‘International Peacebuilding and the “Mission Civilisatrice” ’, Review of International Studies 28, no. 4 (2002): 639.
Jiddu Krishnamurti, Education and Significance of Life (London: HarperOne, 1952), 18.
David Livingston, ed., Critical Pedagogy and Cultural Power (London: Macmillan Education Ltd, 1987), 55.
Stanley Aronowitz and Henry Giroux, Education Still under Siege (Westport: Bergin and Garvey, 1993), 45–48.
Henry Giroux and Peter McLaren, eds, Critical Pedagogy, the State and Cultural Struggle (New York: State University of New York Press, 1989), xxiii.
Editor information
Editors and Affiliations
Copyright information
© 2016 Tejendra Pherali
About this chapter
Cite this chapter
Pherali, T. (2016). Education: Cultural Reproduction, Revolution and Peacebuilding in Conflict-Affected Societies. In: Richmond, O.P., Pogodda, S., Ramović, J. (eds) The Palgrave Handbook of Disciplinary and Regional Approaches to Peace. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-137-40761-0_15
Download citation
DOI: https://doi.org/10.1007/978-1-137-40761-0_15
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-40760-3
Online ISBN: 978-1-137-40761-0
eBook Packages: Political Science and International StudiesPolitical Science and International Studies (R0)