Education and conflict: Essay review

Paulson, Julia; Rappleye, Jeremy

doi:10.1016/j.ijedudev.2006.10.010

Cited by 50 publications

(23 citation statements)

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“…Perhaps reflecting these difficulties, there is little empirical evidence that educational practices are linked to democratization at the national level (Sears and Hughes, 2006;Wells, 2008), and there is evidence that youth do not believe the stories about citizenship they are told because the stories do not match their experiences (Weller, 2003;Maira, 2009). Nevertheless, there seems to be something irresistible about citizenship education, and it is seen as one of the pillars in the response to conflict (Machel, 2001;Paulson and Rappleye, 2007).…”

Section: Education the Nation And Citizenship Formationmentioning

confidence: 99%

“…A variety of agents and institutions -including governments, schools, international NGOs, and grassroots organisations -are involved in an international effort to build educational systems intended to move countries beyond conflict (Paulson and Rappleye, 2007;Valverde, 2004). Directly addressing the history of conflict is often seen as impossible or inadvisable in education programming, in contrast to adultfocussed Truth and Reconciliation Commissions (Oglesby, 2007;Davies and Talbot, 2008).…”

Section: Education the Nation And Citizenship Formationmentioning

confidence: 99%

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‘For the future of the nation’: Citizenship, nation, and education in South Africa

Staeheli

Hammett

2013

Political Geography

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Publisher's copyright statement: NOTICE: this is the author's version of a work that was accepted for publication in Political geography. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be re ected in this document. Changes may have been made to this work since it was submitted for publication. A de nitive version was subsequently published in Political geography, 32, 2013, 10.1016/j.polgeo.2012.11.003Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.

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Section: Education the Nation And Citizenship Formationmentioning

confidence: 99%

Section: Education the Nation And Citizenship Formationmentioning

confidence: 99%

‘For the future of the nation’: Citizenship, nation, and education in South Africa

Staeheli

Hammett

2013

Political Geography

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“…Therefore, more attention was paid to the extent that educational provision was delivered rather than to the content of such provision. In some cases, the violent Mujahidin textbooks were distributed to schools in order to compensate for the serious shortage of learning materials (Paulson & Rappleye, 2007).…”

Section: Outlines Of Reconstruction and Education Trends In Post-confmentioning

confidence: 99%

Education for Demilitarizing Youth in Post-Conflict Afghanistan

Matsumoto

2008

Research in Comparative and International Education

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This article examines both the largely negative role that education has played historically in contributing to conflict in Afghanistan and the ways that education has been purposefully employed as a post-conflict strategy aimed at building peace and social cohesion. The growing attention among academics and policy makers to the role of youth in post-conflict contexts, and the urgent need to reintegrate ex-combatants has led to the implementation of educational programming directed at Afghan youth as a central part of the country's Demobilization, Demilitarization, Reintegration (DDR) effort. Drawing on the author's field research and experience working on literacy programming for youth and adults in Afghanistan, this article investigates how the unfulfilled aspirations and needs of a 'lost generation' of young Afghans have been addressed within DDR processes. It argues that the adoption of a more dialectic approach to the educational programming provided through DDR -one that engages with and offers alternatives to education's previously negative manifestations -may offer more potential than current programming.

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“…(World Bank, 2005;Paulson & Rappleye, 2007;Hawrylenko, 2010;UNICEF, 2011). (World Bank, 2005;Paulson & Rappleye, 2007;Hawrylenko, 2010;UNICEF, 2011).…”

Section: Introductionmentioning

confidence: 99%

Timor-Leste

Butcher¹,

Bastian²,

Beck³

et al. 2015

Comparative and International Education

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ScopeComparative and International Education: A Diversity of Voices aims to provide a comprehensive range of titles, making available to readers work from across the comparative and international education research community. Authors will represent as broad a range of voices as possible, from geographic, cultural and ideological standpoints. The editors are making a conscious effort to disseminate the work of newer scholars as well as that of well-established writers. The series includes authored books and edited works focusing upon current issues and controversies in a field that is undergoing changes as profound as the geopolitical and economic forces that are reshaping our worlds. The series aims to provide books which present new work, in which the range of methodologies associated with comparative education and international education are both exemplified and opened up for debate. As the series develops, it is intended that new writers from settings and locations not frequently part of the English language discourse will find a place in the list.

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Education and conflict: Essay review

Cited by 50 publications

References 1 publication

‘For the future of the nation’: Citizenship, nation, and education in South Africa

‘For the future of the nation’: Citizenship, nation, and education in South Africa

Education for Demilitarizing Youth in Post-Conflict Afghanistan

Timor-Leste

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