Tejendra Pherali
Institute of Education, University College London
In recent decades, the global EFA campaign has had significant impact on the educational discourse in low and middle income countries where multi-stakeholders are involved, not only in policy making, but also implementation of educational programmes. Remarkable progress has been made in some countries in terms of primary enrolment and access to higher education has increased as a pathway to securing employment in modern economic markets, whereas education has come under attack in societies affected by violent conflict. Armed conflict has been one of the main barriers to achieving educational milestones and has, consequently, ‘reversed’ the path of development and positive social change. In this presentation, I will introduce the subfield of education and conflict and present key theoretical debates relating to the causes of civil wars and state fragility. I will discuss some of the basic assumptions about the relationship between education, conflict and development, and different ways in which ‘education’ can be prescribed as a solution to conflict. I will critique the ‘rhetoric’ of liberal peacebuilding and argue that educational reforms should not only focus on providing knowledge and skills for employment, but also promoting broader societal transformations through which social inequalities, marginalization and cultural repressions are addressed. Drawing upon Galtung’s notion of ‘positive peace’, I will argue for a social justice approach to educational programming in conflict-affected societies.
(Presented in the conference : 2017 Chulalongkorn Asian Heritage Forum : Culture of Leisure – Balance of Life, 7-8 August 2017, Mandarin Oriental Hotel, Bangkok, Thailand)