Listening to Youth: The Experiences of Young Women in Northern Uganda

Robinson, Jenny Perlman

doi:10.3167/ghs.2008.010109

Cited by 2 publications

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“…Furthermore, it lower still. Primary education completion in northern Uganda averages 20%, and in one district in particular only 1.5% of those who embarked on primary education completed the secondary (Robinson and Young 2007). has been argued that education that results in low self-esteem leaves individuals and groups susceptible to manipulation and to their stereotyping of others. Without planned learning about how peacefully to resolve differences, people can come to believe that their own needs justify the application of violence to their competitors (Staub 2002).…”

Section: Civil War Causationmentioning

confidence: 99%

“…Others did not wish to work in such disadvantageous circumstances. In 2006, the rate of primary school completion in the north was only 20% compared with a national average of 48% (Robinson and Young 2007). There were also serious concerns about the lack of access to secondary schooling.…”

Section: Conflict Transformation and Ugandamentioning

confidence: 99%

“…Since there has been no LRA attack in northern Uganda since 2007, NGOs are reducing their level of activity and no longer provide followup. The result of these problems is that the drop-out rate of formerly abducted young people has been high (Robinson and Young 2007). Although there are vocational courses for tailoring, carpentry, construction and mechanics these are not necessarily related to market need (Maina 2009).…”

mentioning

confidence: 99%

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Schooling for conflict transformation: a case study from northern Uganda

Cunningham

2013

Compare: A Journal of Comparative and International Education

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Civil wars impede progress towards the Millennium Development Goals. As many conflicts re-erupt within a short time, it is important to know what may increase the chances of sustainable peace. Access to education is a factor but relatively little is known about the contribution of what students learn in school. This thesis aims to respond to a research gap by addressing the following question: 'How can schooling contribute to conflict transformation?' Significant curricular approaches that may he used after civil war -peace education, human . rights education and citizenship education -are assessed for their strengths and weaknesses.As no single approach is found to be sufficient for conflict transformation, a framework is proposed based on three fundamental concepts: (i) truth seeking; (ii) reconciliation; and (iii) inclusive citizenship.This framework is examined through a qualitative case study of curriculum in seven schools in a district in northern Uganda that is emerging from a twenty-year civil war. The curriculum of four primary schools, two secondary schools, one special school and one teacher training college was studied over a three-month period. A structure of knowledge, skills and values was used to research the framework at a detailed level. It is found that schools exhibit good socialization of reconciliation values and some development of problem-solving and communication skills. There is some understanding of human rights, hut little knowledge of history, or of local, national and international political/legal systems. There is minimal development of discussion and critical thinking skills.It is argued that the framework can be used to investigate other schools and to inform the design of a curriculum that can contribute to conflict transformation, with the ultimate aim of reducing the risk of civil war re-eruption.3 CONTENTS

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Section: Civil War Causationmentioning

confidence: 99%

Section: Conflict Transformation and Ugandamentioning

confidence: 99%

mentioning

confidence: 99%

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Schooling for conflict transformation: a case study from northern Uganda

Cunningham

2013

Compare: A Journal of Comparative and International Education

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show abstract

Section: Civil War Causationmentioning

confidence: 99%

“…In 2006, the rate of primary school completion in the north was only 20% compared with a national average of 48% (Robinson and Young 2007). There were also serious concerns about the lack of access to secondary schooling.…”

mentioning

confidence: 99%

Schooling for Conflict Transformation: A Case Study from Northern Uganda

Cunningham

2014

Research in Comparative and International Education

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Listening to Youth: The Experiences of Young Women in Northern Uganda

Cited by 2 publications

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Schooling for conflict transformation: a case study from northern Uganda

Schooling for conflict transformation: a case study from northern Uganda

Schooling for Conflict Transformation: A Case Study from Northern Uganda

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