|Number of pages||30|
|Publication status||Published - Nov 2010|
- United Nations
The influence of education on conflict and peace building, Background paper prepared for the Education for All Global Monitoring Report 2011 The Hidden Crisis: Armed conflict and education, Paris: UNESCO. / Smith, Alan.UNESCO, 2010. 30 p.
Research output: Book/Report › Commissioned report › peer-review
TY - BOOK
T1 - The influence of education on conflict and peace building, Background paper prepared for the Education for All Global Monitoring Report 2011 The Hidden Crisis: Armed conflict and education, Paris: UNESCO.
AU - Smith, Alan
N1 - Reference text: Aragon, J. and Vegas, M. (2009) Governance Evidence In Peru: Production and Use in the Education Sector, UNDP, Oslo Governance Centre, Discussion Paper 19. Alexander, H., Pinson, H. Yonah, Y. (2010) Citizenship, Education and Social Conflict, Routledge. Amara, M., Azaiza, F., Hertz-Lazarowitz, R. and Mor-Sommerfeld, A. (2009) A New Bilingual Education in the Conflict-Ridden Israeli Reality, Language and Education, 23 (1): 15–35. Barakat, B., Karpinska, Z., and Paulson, J. (2008) INEE Desk study: Education and fragility. Oxford, UK: Conflict and Education Research Group (CERG). Vargas-Barón, E. and Alarcón, H.B. (Eds) (2005) From Bullets to Blackboards. Education for Peace in Latin America and Asia, Washington, DC: Inter-American Development Bank and the Johns Hopkins University Press Bekerman, Z. (2005) Complex contexts and ideologies: bilingual education in conflict-ridden areas. Journal of Language, Identity and Education, 4(1): 1–20. 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PY - 2010/11
Y1 - 2010/11
N2 - The purpose of this paper is to identify aspects of education that may have a positive influence on the dynamics of conflict or make a contribution to peacebuilding. The UN Secretary-General’s (2009) report on peacebuilding identifies a number of recurring priorities in conflict-affected situations, ‘establishing security, building confidence in a political process, delivering initial peace dividends and expanding core national capacity’. These priorities include ‘the provision of basic services, such as water and sanitation, health and primary education’. However, in conflict-affected situations education is also about more than service delivery because it is a means of socialization and identity development through the transmission of knowledge, skills, values and attitudes across generations. Education may therefore be a driver of conflict (fuelling grievances, stereotypes, xenophobia and other antagonisms), but can also be a way of contributing to ‘conflict transformation’ and ‘peacebuilding’.
AB - The purpose of this paper is to identify aspects of education that may have a positive influence on the dynamics of conflict or make a contribution to peacebuilding. The UN Secretary-General’s (2009) report on peacebuilding identifies a number of recurring priorities in conflict-affected situations, ‘establishing security, building confidence in a political process, delivering initial peace dividends and expanding core national capacity’. These priorities include ‘the provision of basic services, such as water and sanitation, health and primary education’. However, in conflict-affected situations education is also about more than service delivery because it is a means of socialization and identity development through the transmission of knowledge, skills, values and attitudes across generations. Education may therefore be a driver of conflict (fuelling grievances, stereotypes, xenophobia and other antagonisms), but can also be a way of contributing to ‘conflict transformation’ and ‘peacebuilding’.
KW - EFA
KW - education
KW - conflict
KW - peacebuilding
KW - United Nations
KW - PBF
M3 - Commissioned report
BT - The influence of education on conflict and peace building, Background paper prepared for the Education for All Global Monitoring Report 2011 The Hidden Crisis: Armed conflict and education, Paris: UNESCO.
PB - UNESCO