Schooling for conflict transformation : a case study from Northern Uganda

Civil wars impede progress towards the Millennium Development Goals. As many conflicts erupt within a short time, it is important to know what may increase the chances of sustainable peace. Access to education is a factor but relatively little is known about the contribution of what students learn in school. This thesis aims to respond to a research gap by addressing the foll owing question: 'How can schooling contribute to conflict transformation?' Significant curricular approaches that may be used after civil war - peace education, human rights education and citizenship education - are assessed for their strengths and weaknesses. As no single approach is found to be sufficient for conflict transformation, a framework is proposed based on three fundamental concepts: (i) truth seeking; (ii) reconciliation; and (iii) inclusive citizenship. This framework is examined through a qualitative case study of curriculum in seven schools in a district in northern Uganda that is emerging from a twenty-year civil war. The curriculum of four primary schools, two secondary schools, one special school and one teacher training college was studied over a three-month period. A structure of knowledge, skills and values was used to research the framework at a detailed level. It is found that schools exhibit good socialization of reconciliation values and some development of problem-solving and communication skills. There is some understanding of human rights, but little knowledge of history, or of local, national and international political/legal systems. There is minimal development of discussion and critical thinking skills. It is argued that the framework can be used to investigate other schools and to inform the design of a curriculum that can contribute to conflict transformation, with the ultimate aim of reducing the risk of civil war re-eruption

Formerly Abducted Child Mothers in Northern Uganda: A Critique of Modern Structures for Child Protection and Reintegration

The study documents and analyzes the community structures supporting reintegration of the formerly abducted child mothers (FACM) within post-conflict northern Uganda. A qualitative approach assesses the relevance and effectiveness of child protection structures created by different development agencies to enhance the reintegration of FACM and protect vulnerable children more broadly. Findings suggest that the efficacy of the community-based structures to support the reintegration efforts have been hampered by the creation of competing structures by the different non-governmental organizations (NGOs) and major development organizations such as UNICEF. The limited community ownership of these structures and the inadequate psychosocial training of child protection workers are problematic in meeting the needs of formerly abducted child mothers. Other constraining factors are the limited government role in supporting these child protection structures, the challenge of adapting the structures to the new post-active conflict development context, and limited outreach to FACM. These factors limit the prospects for supporting formerly abducted children and sustaining structures within the community once agencies and donor support is withdrawn. The key lesson for social work practice and social development in Africa is that effective interventions at supporting the reintegration of children affected by armed conflict need to consider the importance of indigenous institutions and structures within the implementation areas

The contribution of the diaspora to the reconstruction of education in South Sudan:the challenge of being involved from a distance

<p>Conflicts all over the world result in people living in diaspora, usually maintaining strong ties with their countries of origin. As many of them are well educated and dedicated to their country, expectations of the role they can play in the development of their home country are high. This article reflects on the contribution of the South Sudanese diaspora to the reconstruction of the education system, which was badly affected by over 40 years of civil war. Theories of capacity development, human capabilities and transnationalism are used to build a framework to analyse micro-development projects in the education sector initiated by the South Sudanese diaspora. Case studies and in-depth interviews led to the identification of opportunities and challenges as experienced in these projects. The conclusion points to the need to rethink partnerships in the reconstruction of the education sector in South Sudan.</p>