Class 12 – the role of educa1on in building sustainable peace
Impact of conflict on educa,on
- General
o Destruc,on of, vandalizing, or loo,ng of school infrastructure
o Occupa,on of school infrastructure
o In,mida,on, wounding and killing of teachers and/or pupils
o Recruitment and/or indoctrina,on of teachers and/or pupils
- Limited or no access to quality educa,on
o Reducing public means for educa,on
o Pressure on school system (for instance, mul,ple shiCs to accommodate Syrian
refugees in Lebanese schools)
- Importance of con,nued provision of educa,on during conflict/early resump,on
o Human rights perspec,ve
o Humanitarian perspec,ve (UNHCR, …)
§ ‘Normalcy’ in ,mes of conflict
§ Buffer against frustra,ons and/or recruitment
o Development perspec,ve (UNICEF, …)
§ Avoiding ‘backward’ development
Nexus of educa,on, peace & conflict
- 2 faces of educa,on: double-edged sword
o Language of instruc,on: 1 language to promote unity vs imposing iden,ty
o Silencing history: avoiding controversy and tension in the classroom, yet
perpetua,ng contradic,ons
o Devolu,on of educa,on: contribu,on to peace through power-sharing, but risk
to perpetuate iden,,es
- 4R framework
o Redistribu,on – addressing group inequali,es
§ GRAPHS
§ Educa,on as an indicator
of socio-economic
horizontal inequali,es
o Recogni,on – respec,ng
difference (e.g., injus,ces related
to cultural representa,on)
§ Language of instruc,on
§ Inclusive vs exclusive
iden,,es
§ Mul,- vs monocultural
educa,on
o Representa,on – ensuring
par,cipa,on in governance and management of educa,on
o Reconcilia,on – dealing with past, present and future injus,ces (e.g., the
legacies of conflict and how educa,on might bring communi,es together
through processes of healing, psycho-social interven,ons and transi,onal
jus,ce)
53
Impact of conflict on educa,on
- General
o Destruc,on of, vandalizing, or loo,ng of school infrastructure
o Occupa,on of school infrastructure
o In,mida,on, wounding and killing of teachers and/or pupils
o Recruitment and/or indoctrina,on of teachers and/or pupils
- Limited or no access to quality educa,on
o Reducing public means for educa,on
o Pressure on school system (for instance, mul,ple shiCs to accommodate Syrian
refugees in Lebanese schools)
- Importance of con,nued provision of educa,on during conflict/early resump,on
o Human rights perspec,ve
o Humanitarian perspec,ve (UNHCR, …)
§ ‘Normalcy’ in ,mes of conflict
§ Buffer against frustra,ons and/or recruitment
o Development perspec,ve (UNICEF, …)
§ Avoiding ‘backward’ development
Nexus of educa,on, peace & conflict
- 2 faces of educa,on: double-edged sword
o Language of instruc,on: 1 language to promote unity vs imposing iden,ty
o Silencing history: avoiding controversy and tension in the classroom, yet
perpetua,ng contradic,ons
o Devolu,on of educa,on: contribu,on to peace through power-sharing, but risk
to perpetuate iden,,es
- 4R framework
o Redistribu,on – addressing group inequali,es
§ GRAPHS
§ Educa,on as an indicator
of socio-economic
horizontal inequali,es
o Recogni,on – respec,ng
difference (e.g., injus,ces related
to cultural representa,on)
§ Language of instruc,on
§ Inclusive vs exclusive
iden,,es
§ Mul,- vs monocultural
educa,on
o Representa,on – ensuring
par,cipa,on in governance and management of educa,on
o Reconcilia,on – dealing with past, present and future injus,ces (e.g., the
legacies of conflict and how educa,on might bring communi,es together
through processes of healing, psycho-social interven,ons and transi,onal
jus,ce)
53
