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首页> 外文OA文献 >Peace education in the context of post-conflict formal schooling: the effectiveness of the revitalising education participation and learning in conflict affected areas-peace education programme in Northern Uganda
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Peace education in the context of post-conflict formal schooling: the effectiveness of the revitalising education participation and learning in conflict affected areas-peace education programme in Northern Uganda

机译：冲突后正规学校教育中的和平教育：在受冲突影响地区振兴教育参与和学习的有效性 - 乌干达北部的和平教育方案

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摘要

This qualitative, multiple methods case study concerns the effectiveness of Revitalising Education Participation and Learning in Conflict affected Areas-Peace Education Programme (REPLICA-PEP). There is currently limited evidence regarding the effectiveness of peace education programmes in the context of post-conflict formal schooling. ududThis study therefore set out to explore the effectiveness of REPLICA-PEP and to gain insight into the reality of the current practice of peace education in schools in a post-conflict context in Northern Uganda. The school is one of the places where children learn values, attitudes and behaviour, schooling is often criticised for using symbolic violence to maintain and reinforce different forms of violence including physical violence. This study explores theoretical and practical aspects of peace education and key issues relevant to the effectiveness of peace education programmes, including the role and influence of formal schooling in a post-conflict context.ududA combination of qualitative methods (interviews, observation and documentary analysis) were employed to examine REPLICA-PEP effectiveness and its impact on pupils’ knowledge, attitudes, skills and behaviour. The results show that, although some traces of impact were found in pupils’ awareness of: the dangers of using violence; non-violent conflict resolution alternatives; and attitude change to non-violent conflict resolution, pupils did not develop empathy, self-control, competences and skills for non-violent conflict resolution. Interrogation of qualitative data about the REPLICA-PEP implementation process and activities in the schools have led to the generation of theoretically-informed and empirically-grounded recommendations which integrate and accommodate the nature of formal schooling in a post-conflict context and programme design features for improving the effectiveness of peace education programmes. It has also laid the ground for future research on what is possible in terms of strategies to facilitate and promote pupil peace building activities in post-conflict formal schooling contexts such as peace-related pupil voice, documentation and action.
机译：该定性，多种方法的案例研究涉及在受冲突影响地区振兴教育参与和学习的有效性-和平教育计划（REPLICA-PEP）。目前，关于冲突后正规学校教育中和平教育方案有效性的证据有限。 ud ud因此，本研究旨在探索REPLICA-PEP的有效性，并了解在乌干达北部发生冲突后的情况下，学校目前进行和平教育的现实情况。学校是儿童学习价值观，态度和行为的地方之一，学校经常因使用象征性暴力来维持和加强包括身体暴力在内的各种形式的暴力而受到批评。本研究探讨了和平教育的理论和实践方面以及与和平教育计划的有效性相关的关键问题，包括在冲突后环境中正规教育的作用和影响。 ud ud定性方法的组合（访谈，观察和观察）文献分析）被用来检验REPLICA-PEP的有效性及其对学生的知识，态度，技能和行为的影响。结果表明，尽管在学生对以下方面的影响中发现了一些痕迹：使用暴力的危险；非暴力冲突解决方案；以及改变对非暴力冲突解决的态度，学生没有发展出对非暴力冲突解决的同理心，自制力，能力和技能。对REPLICA-PEP实施过程和学校活动的定性数据的询问导致产生了理论上有经验的，基于经验的建议，这些建议在冲突后的环境中融合并适应了正规学校的性质，并为学校设计了计划提高和平教育方案的效力。它也为未来研究奠定了基础，以探讨在与冲突有关的正规教育背景下，诸如与和平有关的学生声音，文件和行动等，在促进和促进学生和平建设活动的战略方面可能采取的行动。

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    Najjuma Rovincer;

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  • 年度 2011
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  • 正文语种 {"code":"en","name":"English","id":9}
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