[Working Paper]
Exploring Examination Inequalities in Burundi: Implications for Post-Conflict Development Trajectories.
Exploring Examination Inequalities in Burundi: Implications for Post-Conflict Development Trajectories.
[Under Review]
Book Chapter
From Peace Agreement to Textbook: Implementing Education for Peace Clauses in Burundian Social Science Textbooks and their Implications for Peace and Conflict
Recent policy on education in conflict argues that it is important to include education in peace agreements to promote peace after violence (UNESCO, 2016). However, little is known about how such provisions would be implemented in classrooms. This chapter looks at the implementation of educational provisions for peace, democracy, and national unity and how they are incorporated into textbooks, looking at the case of Burundi's social science textbooks from years 7 to 9. Burundi's (2000) Arusha Peace and Reconciliation Agreement (APRA) mentions education 24 times – far exceeding any other African peace agreement from 1975-2018 (Dunlop & King, 2019). The APRA has explicit mandates to develop peace, national unity, democracy, ethnic tolerance, and human rights education programs as pathways to peace in the country. Through a content analysis of these textbooks by applying the IREC framework and work by Davies (2005), I find that textbooks in Burundian social science textbooks tend towards passive approaches to transform violence – though sometimes they convey passive messages that serve as an accomplice to violence. I argue that prevalence of passive/transformer message are important (small) steps towards peacebuilding, especially in resource poor contexts. This chapter has implications for both policy and scholarship on education and conflict.
Book Chapter
From Peace Agreement to Textbook: Implementing Education for Peace Clauses in Burundian Social Science Textbooks and their Implications for Peace and Conflict
Recent policy on education in conflict argues that it is important to include education in peace agreements to promote peace after violence (UNESCO, 2016). However, little is known about how such provisions would be implemented in classrooms. This chapter looks at the implementation of educational provisions for peace, democracy, and national unity and how they are incorporated into textbooks, looking at the case of Burundi's social science textbooks from years 7 to 9. Burundi's (2000) Arusha Peace and Reconciliation Agreement (APRA) mentions education 24 times – far exceeding any other African peace agreement from 1975-2018 (Dunlop & King, 2019). The APRA has explicit mandates to develop peace, national unity, democracy, ethnic tolerance, and human rights education programs as pathways to peace in the country. Through a content analysis of these textbooks by applying the IREC framework and work by Davies (2005), I find that textbooks in Burundian social science textbooks tend towards passive approaches to transform violence – though sometimes they convey passive messages that serve as an accomplice to violence. I argue that prevalence of passive/transformer message are important (small) steps towards peacebuilding, especially in resource poor contexts. This chapter has implications for both policy and scholarship on education and conflict.
