The 4Rs framework: analyzing education's contribution to sustainable peacebuilding with social justice in conflict-affected contexts

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

UvA-DARE (Digital Academic Repository) Teachers in a Bolivian context of conflict: actors for or against change? PLEASE SCROLL DOWN FOR ARTICLE Globalisation, Societies and Education Publication details, including instructions for authors and subscription

Link to publication General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Vol. 7, No. 4, November 2009, 409-432 ISSN In response to exclusionary globalisation processes, Bolivia forms part of a wider Latin American return to regionalism and nationalism. With the indigenous president Morales, Bolivia distances itself from 'imposed' neoliberal policies, aiming instead for 'dignity and decolonisation'. The Bolivian conflict is characterised by historical processes of poverty and inequality, discrimination and exclusion, a regional autonomy struggle linked to separatist discourses and identity politics, mistrust in the state and between societal groups and a tradition of (violent) popular pressure methods. Both urban and rural teachers play crucial roles in these processes of conflict. Drawing on insights from critical educational theories and the strategic relational approach, the paper analyses the possibilities and challenges Bolivian teachers face in changing this context of continuing tensions, discrimination and instability. It presents an analysis of teachers' complex identities, motivations and possible role as actors for or against change towards a just and peaceful society. Globalisation, Societies and Educatio

Learning to Become Smart Radicals: A Regenerative Lens on the Potential for Peace and Reconciliation through Youth and Education Systems

Media coverage and (foreign) policy around the globe seem to spread messages of fear about the possible radicalization of the world’s growing youth population. More nuance was brought into these debates in 2015 with UN Security Council Resolution 2250 and the following Global Study on Youth, Peace and Security (Simpson 2018), while specific attention was directed at the potential of education in relation to young people’s agency for peacebuilding. In this reflective piece, I aim to bring a fresh perspective to current education in emergencies thinking and offer insight into how a regenerative approach to education can help reshape education to prepare the younger generations to respond more effectively to peacebuilding and related “wicked challenges.” In this article, I bring together two existing conceptual frameworks—the 4Rs (Novelli, Lopes Cardozo, and Smith 2017) and Tomaševski’s 4As (2005; see also Shah and Lopes Cardozo 2019)—that are directly relevant to the education in emergencies field. Building on this conceptual exercise, I adopt a regenerative lens on reconciliation and engage the law of three framework in order to encourage a deeper understanding of education’s transgressive potential to be an activating force and the root causes of conflict as restraining forces at work – towards imagining alternative, reconciliatory paths towards peacebuilding. The aim of this conceptual exploration is to inspire the development of smartly radical questions; to support research, policy, and practice design that is more critically informed and consciousness driven; and to advance the potential of education systems and stakeholders to regenerate younger generations and enable them to respond to “glocal” challenges in ways that are mindful, conscious, and effective