Peace education in the context of post-conflict formal schooling: the effectiveness of the revitalising education participation and learning in conflict affected areas-peace education programme in Northern Uganda

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http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/17251 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/17251 http://eprints.org/relation/isIndexCodesVersionOf http://etheses.bham.ac.uk/id/document/17251 archive 4031 disk0/00/00/30/83 2011-12-02 11:57:54 2019-01-23 09:55:30 2011-12-02 11:57:54 thesis show 0 Najjuma Rovincer Harber Clive University of Birmingham Peace education in the context of post-conflict formal schooling: the effectiveness of the revitalising education participation and learning in conflict affected areas-peace education programme in Northern Uganda unpub HN LB LG 10col_socs This qualitative, multiple methods case study concerns the effectiveness of Revitalising Education Participation and Learning in Conflict affected Areas-Peace Education Programme (REPLICA-PEP). There is currently limited evidence regarding the effectiveness of peace education programmes in the context of post-conflict formal schooling. This study therefore set out to explore the effectiveness of REPLICA-PEP and to gain insight into the reality of the current practice of peace education in schools in a post-conflict context in Northern Uganda. The school is one of the places where children learn values, attitudes and behaviour, schooling is often criticised for using symbolic violence to maintain and reinforce different forms of violence including physical violence. This study explores theoretical and practical aspects of peace education and key issues relevant to the effectiveness of peace education programmes, including the role and influence of formal schooling in a post-conflict context. A combination of qualitative methods (interviews, observation and documentary analysis) were employed to examine REPLICA-PEP effectiveness and its impact on pupils’ knowledge, attitudes, skills and behaviour. The results show that, although some traces of impact were found in pupils’ awareness of: the dangers of using violence; non-violent conflict resolution alternatives; and attitude change to non-violent conflict resolution, pupils did not develop empathy, self-control, competences and skills for non-violent conflict resolution. Interrogation of qualitative data about the REPLICA-PEP implementation process and activities in the schools have led to the generation of theoretically-informed and empirically-grounded recommendations which integrate and accommodate the nature of formal schooling in a post-conflict context and programme design features for improving the effectiveness of peace education programmes. It has also laid the ground for future research on what is possible in terms of strategies to facilitate and promote pupil peace building activities in post-conflict formal schooling contexts such as peace-related pupil voice, documentation and action. 2011-12 2011-12 graduation eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. All Saints Education Trust The Harold Hyam Wingate Foundation public 405 University of Birmingham School of Education d_ph FALSE other 2011-12 graduation