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

Nationalistic Authorship and Resistance in Northeastern Sri Lanka

Post-war Sri Lanka is defined by the logic of Sinhala-Buddhist nationalism, glorification and expansion of the military, and the exponential growth of state-corporate economic projects. This article examines the performative politics of the state in mass ritual discourse and spatial domination while acknowledging the various ways in which elements of the Northeastern Tamil community in Sri Lanka are mobilising as an activist community in the post-war period, including political agitation and emancipatory initiatives that respond to social justice issues, such as land grabs. Offering an analysis premised on the concept of performative politics, this article interrogates the process by which the state defines itself, while the Tamil community has used performative politics to communicate the unacceptability of the post-war performance of power. A framework of performative politics in post-war Sri Lanka, I argue, introduces a new grammar of politics more responsive to the nationalistic Sinhala-Buddhist settler-colonial tendencies of the state and to the polyvalent nature of Tamil resistance. On the international level, the state performatively complies with international demands for accountability and reconciliation while continuing to oppress the Tamil minority and undertake nationalistic authorship of post-war space