Peer Reviewed Articles
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Dunlop, E. 2023. “Regional Favouritism, Elections, and Legacies of Inequality: The Dynamics of Education Redistribution in Post-War Burundi.” Journal of Intervention and Statebuilding. Online Access.
Abstract: Addressing education inequalities is important for institution building post-war. Yet, tensions exist in education development between persistent institutional legacies of inequality and changing ethnoregional power after violence. I analyse the distribution of national exam participation in post-war Burundi to explore this tension. I find that while marginalized groups have gained access to political power, inequalities in access to education have increased over time. I argue that redistributive education priorities are not directly able to overcome legacies of institutional inequality in the short- and long-term without policies that look holistically and beyond education access in resource poor-countries such as Burundi. 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. |
Dunlop, E. (2021). "Ethnicity, Exclusion, and Exams: Education Policy and Politics in Burundi 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 |
Book Chapters in Edited Volumes
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/Policy Reports
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.
Under Review
*indicates first author.
“The More, the Better? A Comparative Study of Primary School Quality in Sub-Saharan Africa” (with Yasmine Bekkouche)
* “Education in Post-Conflict Reconstruction” In. A. W. Wiseman, E. Anderson, L. Damaschke-Dietrick, E. Gallegher, N. Dzotsenidze, & M. Park. (Eds). The Handbook of Comparative Education. Invited, Anticipated 2024 Publication Date. Edward Elgar Publishers (with Rena Deitz, with editors for review)
* “‘It’s our turn (not) to learn’: The Pitfalls of Education Reform during Post-War Institutional Transition” (UNU-WIDER working paper series on the Institutional Legacies of Armed Conflict) (with Yasmine Bekkouche and Philip Verwimp)
“Returning to school after COVID-19 closures or (further) left behind? Evidence from repeated phone surveys of Rohingya refugees and host communities in Cox’s Bazar, Bangladesh” (with Gudrun Østby, Haakon Gjerløw, and Sabrina Karim)
“Does Access to Higher Education Affect Pro-Democratic Values in Kenya? Evidence from A Regression Discontinuity Design” (with Elisabeth King, Dana Burde, Daphna Harel, Jennifer Hill, Simon Grinsted, and Dorothy Seaman)
“‘If you want to break a country, first you break its education:’ Understanding How Youth Perceive Ethnic Inequality in Post-War Burundi.”
*indicates first author.
“The More, the Better? A Comparative Study of Primary School Quality in Sub-Saharan Africa” (with Yasmine Bekkouche)
* “Education in Post-Conflict Reconstruction” In. A. W. Wiseman, E. Anderson, L. Damaschke-Dietrick, E. Gallegher, N. Dzotsenidze, & M. Park. (Eds). The Handbook of Comparative Education. Invited, Anticipated 2024 Publication Date. Edward Elgar Publishers (with Rena Deitz, with editors for review)
* “‘It’s our turn (not) to learn’: The Pitfalls of Education Reform during Post-War Institutional Transition” (UNU-WIDER working paper series on the Institutional Legacies of Armed Conflict) (with Yasmine Bekkouche and Philip Verwimp)
“Returning to school after COVID-19 closures or (further) left behind? Evidence from repeated phone surveys of Rohingya refugees and host communities in Cox’s Bazar, Bangladesh” (with Gudrun Østby, Haakon Gjerløw, and Sabrina Karim)
“Does Access to Higher Education Affect Pro-Democratic Values in Kenya? Evidence from A Regression Discontinuity Design” (with Elisabeth King, Dana Burde, Daphna Harel, Jennifer Hill, Simon Grinsted, and Dorothy Seaman)
“‘If you want to break a country, first you break its education:’ Understanding How Youth Perceive Ethnic Inequality in Post-War Burundi.”
