Schooling for Peaceful Development in Post-Conflict Societies

1. Front Matter

   Pages i-xiv

   PDF

2. Violence, Violent Conflict and Schooling

   • Clive Harber

   Pages 1-24

3. Education as Potentially Preventative of Violent Conflict

   • Clive Harber

   Pages 25-48

4. How Might Schooling Be Transformed to Contribute to Peace?

   • Clive Harber

   Pages 49-72

5. A (Partial) Post-conflict Educational Success Story? Colombia

   • Clive Harber

   Pages 73-90

6. Evidence on Schools and Peacebuilding in Post-conflict Developing Societies—School Governance, Management and Ethos

   • Clive Harber

   Pages 91-112

7. Evidence on Curriculum—Peace Education in Africa

   • Clive Harber

   Pages 113-134

8. Evidence on Curriculum—Peace Education in Asia (and the Middle East)

   • Clive Harber

   Pages 135-165

9. Evidence on Curriculum—History and Religious Education

   • Clive Harber

   Pages 167-198

10. Evidence on Curriculum—Citizenship Education and Classroom Teaching Methods

    • Clive Harber

    Pages 199-230

11. Evidence from Further Post-conflict Countries

    • Clive Harber

    Pages 231-252

12. Explaining the Failure of Education as a Vehicle for Peaceful Transformation—And Why is the Myth Perpetuated?

    • Clive Harber

    Pages 253-276

13. Back Matter

    Pages 277-306

    PDF

This book explores how, and if, formal education affects peacebuilding in post-conflict societies. As schooling is often negatively implicated in violent conflict, the author highlights the widely expressed need to ‘build back better’ and ‘transform’ schooling by changing both its structures and processes, and its curriculum. Drawing upon research from a wide range of post-conflict developing societies including Cambodia, Colombia and Kenya, the author examines whether there is any empirical support for the idea that schooling can be transformed so it can contribute to more peaceful and democratic societies. In doing so, the author reveals how the ‘myth’ of building back better is perpetuated by academics and international organisations, and explains why formal education in post-conflict developing societies is so impervious to radical change. This important volume will appeal to students and scholars of education in post-conflict societies.

• Post-conflict society
• Schools and peace
• Peace in post-conflict societies
• Schooling in developing countries
• Post-conflict developing societies
• Schooling for democratic societies
• Fostering peace through curriculum

• School of Education, University of Birmingham, Birmingham, UK

  Clive Harber

Clive Harber is Emeritus Professor of International Education at the University of Birmingham, UK. His research interests include education for peace and democracy on the one hand, and education for violence and authoritarianism on the other.

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