Building Back Better? Peace Education in Post-Conflict Africa

Harber, Clive

doi:10.18588/201805.00a045

Cited by 8 publications

(3 citation statements)

References 9 publications

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“…Many factors may be influencing and moderating this relationship between peace and violence in schools, but there are already pieces of evidence, even if scattered, that levels of positive peace in schools diminish children’s exposure to community and war violence in sub-Saharan Africa (Foster and Brooks-Gunn, 2015; Harber, 2018). The correlational evidence offered by our study points in the same direction and reinforces the need for further research addressing the determinants of peacebuilding in schools.…”

Section: Discussionmentioning

confidence: 99%

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Assessing experiences with violence and peace in primary schools in Sierra Leone

Capistrano

Sloan

Symonds

et al. 2022

JACPR

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Purpose This paper aims to discuss the construction of two composite indices to assess children’s experiences with violence and peace in primary schools in Sierra Leone. Design/methodology/approach The authors provide a conceptual framework based on the three dimensions of the violence index (direct, structural and cultural violence) and the three dimensions of the positive peace index (inclusion, citizenship and well-being). After that, this work proposes an operationalisation of these concepts based on a survey administered with 2,000 pupils and examine the correlates of the indices. Findings Results indicate not only a substantial level of violence among the sampled schools but also a considerable level of positive peace. These indices are negatively correlated, suggesting that lower levels of violence are related to higher levels of positive peace. Further analysis also shows that socioeconomic variables and school characteristics such as headteacher experience and teacher qualification are associated with levels of violence and peace. Finally, based on longitudinal evidence, this study also indicates that the prevalence of violence is a significant predictor of reading development among children. Originality/value The indicator presented is the first to combine children’s experiences with violence and experiences with positive peace in schools. It is a unique contribution to the measurement of school outcomes that are usually overlooked in the literature.

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Section: Discussionmentioning

confidence: 99%

“…However, there cannot be an interpretation of violence and peace in a given school detached from the social and cultural context in which this school is situated. Post-conflict societies face particular challenges to reconstruct peaceful education, as demonstrated in different studies in sub-Saharan Africa (Harber, 2018).…”

Section: Cultural Contextmentioning

confidence: 99%

Assessing experiences with violence and peace in primary schools in Sierra Leone

Capistrano

Sloan

Symonds

et al. 2022

JACPR

View full text Add to dashboard Cite

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“…Since then, it has spread to various countries all over the world (Pineda, Celis, and Rangel 2019). Peace education has helped to identify the causes and nature of violent conflict and behaviour (Harber 2018). Nkang and Uwah (2021) remind us that many empirical studies on peace education and conflict resolution have been conducted worldwide.…”

Section: The Concepts Of Peace and Peace Educationmentioning

confidence: 99%

Towards a model for incorporating peace education in South African higher education

Ndwandwe

2024

SAJHE

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Peace education is the basis for global peace and a prerequisite for attaining sustainable development and global goals. Considering the widespread physical and structural violence and destructive protests across South African higher education, it is crucial to embrace peace education to deal with violence in all its forms. This article explores the need for peace education in the South African higher education curriculum. A qualitative critical review of the literature reveals widespread gender-based violence, sexual exploitation, destructive student protests at and the militarisation of universities through military force to quell violent student protests nationwide in South Africa. Lack of peace skills indicates that both lecturers, university management and students are in need peace education. Peace education must be incorporated in South African higher education. As part of a model for it, this article recommends the establishment of peace as a stand-alone subject, extra-curricular activities for peace and storytelling to deliver peace education and inculcate a culture of peace in both educators and students. More so, there is a need to embrace the pedagogy of peace education and establish institutes for peace and conflict resolution at every higher education institution in South Africa.

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Theatre and witnessing: an investigation into verbatim ‘theatre as reconciliation’ in post-apartheid South Africa

McCallum

2021

South African Theatre Journal

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Building Back Better? Peace Education in Post-Conflict Africa

Cited by 8 publications

References 9 publications

Assessing experiences with violence and peace in primary schools in Sierra Leone

Assessing experiences with violence and peace in primary schools in Sierra Leone

Towards a model for incorporating peace education in South African higher education

Theatre and witnessing: an investigation into verbatim ‘theatre as reconciliation’ in post-apartheid South Africa

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