Abstract
This paper examines the role of education in post-conflict recovery and peacebuilding, because there is a limited evidence base, specifically from the learners’ point of view. The findings from Rwanda, where education was used for discrimination and marginalisation throughout its history and is now a pillar of national unity and reconciliation in the post-genocide education reforms, contribute to the literature on education and conflict. They have highlighted two unique roles of education in peacebuilding: providing cognitive rewards and transforming the values of learners, which enables humanisation.
| Original language | English |
|---|---|
| Pages (from-to) | 107-122 |
| Number of pages | 16 |
| Journal | Journal of Peace Education |
| Volume | 17 |
| Issue number | 1 |
| Early online date | 20 Sep 2019 |
| DOIs | |
| Publication status | Published - 2020 |
Bibliographical note
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Peace Education, on 20/09/2019, available online: http://www.tandfonline.com/10.1080/17400201.2019.1669146Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders.
Keywords
- Peacebuilding
- Rwanda
- conflict transformation
- humanisation
- learner perspective
ASJC Scopus subject areas
- Education
- Sociology and Political Science
- Political Science and International Relations
