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Palgrave Macmillan

Schooling for Peaceful Development in Post-Conflict Societies

Education for Transformation?

  • Book
  • © 2019

Overview

Authors:
  1. Clive Harber

    1. School of Education, University of Birmingham, Birmingham, UK

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  • Questions if formal education can in fact affect peacebuilding in post-conflict societies
  • Debunks the myth of 'building back better'
  • Explains why formal education in post-conflict developing societies is so impervious to radical change

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Table of contents (11 chapters)

  1. Front Matter

    Pages i-xiv
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  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
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Keywords

About this book

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.

Authors and Affiliations

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

    Clive Harber

About the author

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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