Peer Reviewed Articles
Dunlop, E. (2021). "Ethnicity, Exclusion, and Exams: Education Policy and Politics from Independence to the Civil War (1962—1993).” Africa Spectrum. DOI: https://doi.org/10.1177/00020397211023513
Abstract:
Education policy can embed ethnic inequalities in a country and contribute to conflict. Education in Burundi, with its historically exclusive political institutions and education, represents an important case for understanding these interactions. In this paper, I interview twelve Burundians about how they experienced and perceived ethnicity and politics in their schooling from 1966-1993. I argue that education contributed to tangible and perceived social hierarchies based on ethnic inequalities. I show that this exclusion reflected both overt and covert policy goals, through proxies used to identify ethnicity in schools and through the exclusive nature of national exams at the time, which promoted members of the Tutsi minority at the expense of the majority Hutus. This study has implications for understanding how perceptions of inequality in education manifest as grievances against the state. It sheds light on the importance of understanding covert education policy as a potential mechanism for generating exclusion and contributing to conflict
Dunlop, E. & E. King. (2021). “Education at the intersection of conflict and peace: the inclusion and framing of education provisions in African peace agreements from 1975—2017.” Compare: A Journal of Comparative and International Education, 51 (3): 375-395. DOI: 10.1080/03057925.2019.1619446
Abstract:
International actors have called for greater inclusion of education provisions in peace agreements given the important symbolic and practical roles peace agreements play post-conflict. Yet, the inclusion, framing, and roles of education in peace agreements remain understudied. This paper investigates the trends in education’s inclusion in African peace agreements from 1975–2017. We provide a descriptive quantitative analysis of education trends over time, test several hypotheses that may explain these trends, and apply these findings to a qualitative case study in Burundi to illustrate key factors in implementation. We find that education is present in 46% of agreements, that the presence of international actors and disarmament, demobilization, and reintegration provisions increases the likelihood of inclusion, and that educational structure and content clauses are equally likely to be included. These findings have implications for international education practice and forward a research agenda for further study by international education and conflict scholars.
Book Chapters
Dunlop, E. (2022). From Peace Agreement to Textbook: Education Content for Peacebuilding in Post-War Burundi. In C. Vanner, T Kovinthan-Levi and S. Askeer (Eds) Teaching Peace and Conflict: The Multiple Roles of School Textbooks in Peacebuilding. Springer.
Abstract:
Recent policy on education in conflict argues that it is important to include education in peace agreements to promote peace after violence. However, little is known about the effects of such inclusion on peace or how such provisions would be implemented in classrooms. This chapter looks at their implementation in textbooks, using the case of Burundi's social science textbooks from Years 7 to 9. Burundi's Arusha Peace and Reconciliation Agreement (APRA) mentions education 24 times—far exceeding any other African peace agreement from 1975–2018. The APRA has explicit mandates to address educational causes of violence including clauses for peace, national unity, democracy, ethnic tolerance, and human rights education. Through a content analysis of these textbooks, applying the IREC framework and work by Lynn Davies, I find that education alternates between serving as a transformer of, and accomplice to, violence. I argue that while textbooks do address several clauses in the peace agreement, they also provide contradictory messages relating to peace building after violence. This contradictory nature is indicative of larger trends in implementation of peace agreement clauses and highlights the need for greater specificity and implementation plans post-agreement.
Dunlop, E. (2022). From Peace Agreement to Textbook: Education Content for Peacebuilding in Post-War Burundi. In C. Vanner, T Kovinthan-Levi and S. Askeer (Eds) Teaching Peace and Conflict: The Multiple Roles of School Textbooks in Peacebuilding. Springer.
Abstract:
Recent policy on education in conflict argues that it is important to include education in peace agreements to promote peace after violence. However, little is known about the effects of such inclusion on peace or how such provisions would be implemented in classrooms. This chapter looks at their implementation in textbooks, using the case of Burundi's social science textbooks from Years 7 to 9. Burundi's Arusha Peace and Reconciliation Agreement (APRA) mentions education 24 times—far exceeding any other African peace agreement from 1975–2018. The APRA has explicit mandates to address educational causes of violence including clauses for peace, national unity, democracy, ethnic tolerance, and human rights education. Through a content analysis of these textbooks, applying the IREC framework and work by Lynn Davies, I find that education alternates between serving as a transformer of, and accomplice to, violence. I argue that while textbooks do address several clauses in the peace agreement, they also provide contradictory messages relating to peace building after violence. This contradictory nature is indicative of larger trends in implementation of peace agreement clauses and highlights the need for greater specificity and implementation plans post-agreement.
Book Reviews
Dunlop, E. (2018). (Re)constructing Memory: Education, Identity, and Conflict. Michelle Bellino and James Williams. Rotterdam: Sense Publishers, 2017 in Journal of Education and Emergencies. Available at: https://inee.org/resources/journal-education-emergencies-volume-4-number-1
Other Publications
Dunlop, E. (2019). “Brief 68: Partnership Reflections -- Mexico Leaflets with Borde Politico" Available at: http://egap.org/content/brief-68-partnership-reflections-mexico-leaflets-borde-politico
Dunlop, E. (2019). “Brief 66: Partnership Reflections -- Uganda Debates with Agency for Transformation" Available at: http://egap.org/content/brief-66-partnership-reflections-uganda-debates-agency-transformation
King, E., E. Dunlop, J. Kelcey, & C. Ndirangu. (2019). Secondary Education for Youth Affected by Humanitarian Emergencies and Protracted Crises. Toronto: Mastercard Foundation. Available at: https://mastercardfdn.org/wp-content/uploads/2019/03/SEA-Education-in-Emergencies_revised_final-1.pdf
King, E., & E. Dunlop (2018). “Analyzing GLAC’s Social Labs’ Impact – A Retrospective Analysis”. Background Paper commissioned by the GIZ German Federal Ministry for Economic Cooperation and Development.
Dunlop, E. (2019). “Brief 66: Partnership Reflections -- Uganda Debates with Agency for Transformation" Available at: http://egap.org/content/brief-66-partnership-reflections-uganda-debates-agency-transformation
King, E., E. Dunlop, J. Kelcey, & C. Ndirangu. (2019). Secondary Education for Youth Affected by Humanitarian Emergencies and Protracted Crises. Toronto: Mastercard Foundation. Available at: https://mastercardfdn.org/wp-content/uploads/2019/03/SEA-Education-in-Emergencies_revised_final-1.pdf
King, E., & E. Dunlop (2018). “Analyzing GLAC’s Social Labs’ Impact – A Retrospective Analysis”. Background Paper commissioned by the GIZ German Federal Ministry for Economic Cooperation and Development.
