The 4Rs Framework: Analysing education’s contribution to sustainable peacebuilding with social justice in conflict-affected contexts

Mario Novelli, Mieke Lopes Cardozo, Alan Smith

Research output: Contribution to journalArticle

Abstract

This paper lays out a theoretical and analytical framework for researching and reflecting on the peacebuilding role of education in conflict-affected contexts. The 4Rs framework recognizes that working toward “positive peace” (Galtung 1976, 1990) requires working toward peace with social justice and reconciliation, challenging dominant “security-first” and “liberal peace” models, and gaining a better understanding of how education might support these processes in building sustainable and peaceful postconflict societies. The 4Rs framework combines dimensions of recognition, redistribution, representation, and reconciliation to explore what sustainable peacebuilding might look like through a social justice lens. The paper addresses the cultural translation of these concepts, highlighting the need for locally embedded interpretations. Rather than a fixed theoretical model, the 4Rs approach is designed as a heuristic device that promotes a dialogue among key stakeholders on the dilemmas and challenges in the field of education in emergencies. We highlight the application of a 4Rs framework through a recent case study of Myanmar, which demonstrates both the interrelated connections and the tensions between the different “Rs.” Finally, we reflect on the challenges and limitations of the approach, and the tasks ahead.
LanguageEnglish
Pages14-43
Number of pages30
JournalJournal on Education in Emergencies
Volume3
Issue number1
Early online date30 Jul 2017
Publication statusE-pub ahead of print - 30 Jul 2017

Fingerprint

social justice
peace
reconciliation
education
Myanmar
redistribution
heuristics
dialogue
stakeholder
interpretation
society

Keywords

  • education
  • conflict
  • peacebuilding

Cite this

@article{cdfe14b09eed4fcc9b26e18b0dd4ebeb,
title = "The 4Rs Framework: Analysing education’s contribution to sustainable peacebuilding with social justice in conflict-affected contexts",
abstract = "This paper lays out a theoretical and analytical framework for researching and reflecting on the peacebuilding role of education in conflict-affected contexts. The 4Rs framework recognizes that working toward “positive peace” (Galtung 1976, 1990) requires working toward peace with social justice and reconciliation, challenging dominant “security-first” and “liberal peace” models, and gaining a better understanding of how education might support these processes in building sustainable and peaceful postconflict societies. The 4Rs framework combines dimensions of recognition, redistribution, representation, and reconciliation to explore what sustainable peacebuilding might look like through a social justice lens. The paper addresses the cultural translation of these concepts, highlighting the need for locally embedded interpretations. Rather than a fixed theoretical model, the 4Rs approach is designed as a heuristic device that promotes a dialogue among key stakeholders on the dilemmas and challenges in the field of education in emergencies. We highlight the application of a 4Rs framework through a recent case study of Myanmar, which demonstrates both the interrelated connections and the tensions between the different “Rs.” Finally, we reflect on the challenges and limitations of the approach, and the tasks ahead.",
keywords = "education, conflict, peacebuilding",
author = "Mario Novelli and {Lopes Cardozo}, Mieke and Alan Smith",
note = "UIR Compliant - evidence uploaded to other files. Updated dates on manuscript to match the UIR",
year = "2017",
month = "7",
day = "30",
language = "English",
volume = "3",
pages = "14--43",
journal = "Journal on Education in Emergencies",
issn = "2518-6833",
number = "1",

}

The 4Rs Framework: Analysing education’s contribution to sustainable peacebuilding with social justice in conflict-affected contexts. / Novelli, Mario; Lopes Cardozo, Mieke; Smith, Alan.

In: Journal on Education in Emergencies, Vol. 3, No. 1, 30.07.2017, p. 14-43.

Research output: Contribution to journalArticle

TY - JOUR

T1 - The 4Rs Framework: Analysing education’s contribution to sustainable peacebuilding with social justice in conflict-affected contexts

AU - Novelli, Mario

AU - Lopes Cardozo, Mieke

AU - Smith, Alan

N1 - UIR Compliant - evidence uploaded to other files. Updated dates on manuscript to match the UIR

PY - 2017/7/30

Y1 - 2017/7/30

N2 - This paper lays out a theoretical and analytical framework for researching and reflecting on the peacebuilding role of education in conflict-affected contexts. The 4Rs framework recognizes that working toward “positive peace” (Galtung 1976, 1990) requires working toward peace with social justice and reconciliation, challenging dominant “security-first” and “liberal peace” models, and gaining a better understanding of how education might support these processes in building sustainable and peaceful postconflict societies. The 4Rs framework combines dimensions of recognition, redistribution, representation, and reconciliation to explore what sustainable peacebuilding might look like through a social justice lens. The paper addresses the cultural translation of these concepts, highlighting the need for locally embedded interpretations. Rather than a fixed theoretical model, the 4Rs approach is designed as a heuristic device that promotes a dialogue among key stakeholders on the dilemmas and challenges in the field of education in emergencies. We highlight the application of a 4Rs framework through a recent case study of Myanmar, which demonstrates both the interrelated connections and the tensions between the different “Rs.” Finally, we reflect on the challenges and limitations of the approach, and the tasks ahead.

AB - This paper lays out a theoretical and analytical framework for researching and reflecting on the peacebuilding role of education in conflict-affected contexts. The 4Rs framework recognizes that working toward “positive peace” (Galtung 1976, 1990) requires working toward peace with social justice and reconciliation, challenging dominant “security-first” and “liberal peace” models, and gaining a better understanding of how education might support these processes in building sustainable and peaceful postconflict societies. The 4Rs framework combines dimensions of recognition, redistribution, representation, and reconciliation to explore what sustainable peacebuilding might look like through a social justice lens. The paper addresses the cultural translation of these concepts, highlighting the need for locally embedded interpretations. Rather than a fixed theoretical model, the 4Rs approach is designed as a heuristic device that promotes a dialogue among key stakeholders on the dilemmas and challenges in the field of education in emergencies. We highlight the application of a 4Rs framework through a recent case study of Myanmar, which demonstrates both the interrelated connections and the tensions between the different “Rs.” Finally, we reflect on the challenges and limitations of the approach, and the tasks ahead.

KW - education

KW - conflict

KW - peacebuilding

UR - http://s3.amazonaws.com/inee-assets/resources/JEiE_V3_N1__July_2017_Final.pdf?utm_source=INEE+email+lists&utm_campaign=4f8e90ea4e-JEiE+Volume+3+Announcement&utm_medium=email&utm_term=0_710662b6ab-4f8e90ea4e-&mc_cid=4f8e90ea4e&mc_eid=7ca6e971f9&utm_source=INEE+email+lists&utm_campaign=4f8e90ea4e-JEiE+Volume+3+Announcement&utm_medium=email&utm_term=0_710662b6ab-4f8e90ea4e-8560773&mc_cid=4f8e90ea4e&mc_eid=7ca6e971f9

UR - https://pure.ulster.ac.uk/en/publications/the-4rs-framework-analyzing-educations-contribution-to-sustainabl-3

M3 - Article

VL - 3

SP - 14

EP - 43

JO - Journal on Education in Emergencies

T2 - Journal on Education in Emergencies

JF - Journal on Education in Emergencies

SN - 2518-6833

IS - 1

ER -