OXFORD STUDIES IN COMPARATIVE EDUCATION

Contents

Julia Paulson. Introduction: education, conflict and development

PART 1: Concepts, Relationships and Assumptions

Colin Brock. Education and Conflict: a fundamental relationship

Stephanie E.L. Bengtsson. Fragile States, Fragile Concepts: a critical reflection on the terminology of fragility in the field of education in emergencies

Jeremy Rappleye. Different Presumptions about Progress, Divergent Prescriptions for Peace: connections between conflict, ‘development’ and education in Nepal

PART 2: Understanding Relationships: country case studies

Christine Pagen. Sources of Learning about Human Rights and Democracy in Southern Sudan

Mitsuko Matsumoto. Expectations and Realities of Education in Post-conflict Sierra Leone: a reflection of society or a driver for peacebuilding?

Tomoe Otsuki. A Point of Connection through Transnational History Textbooks? An Examination of History that Opens Future, the Joint History Textbook Initiative of China, Japan and South Korea

PART 3: Education, Conflict and Development in Northern Uganda

Maureen Murphy, Lindsay Stark, Michael Wessells, Neil Boothby & Alastair Ager. Fortifying Barriers: sexual violence as an obstacle to girls’ school participation in Northern Uganda

Betty Akullu Ezati, Cornelius Ssempala & Peter Ssenkusu. Teachers’ Perceptions and the Effects of Young People’s War Experiences on Teaching and Learning in Northern Uganda

Jeremy Cunningham. Schools and Peacebuilding in Northern Uganda: young people’s perspectives

Contributors

Alastair Ager, PhD, is Professor of Clinical Population and Family Health in the Mailman School of Public Health, Columbia University, New York, USA. He has worked in the field of global health and development for over twenty years, after originally training in psychology at the universities of Keele, Wales and Birmingham in the United Kingdom. He was head of the Department of Psychology at the University of Malawi from 1989 until 1992, and subsequently served as Foundation Director of the Institute of International Health and Development at Queen Margaret University College, Edinburgh. Immediately before joining Columbia he was Senior Research Manager for the UK Department for International Development. He has wide international experience as a lecturer, researcher and consultant across sub-Saharan Africa, South Asia, Europe and North America, working with a range of intergovernmental, non-governmental and governmental agencies. In 2009 he was appointed as Executive Director of the Global Health Initiative based at the Mailman School of Public Health. He is author of over one hundred scholarly publications. He served as Research Director of the Care and Protection of Children in Crisis initiative through which the research reported in this volume was conducted.

Stephanie E.L. Bengtsson is a doctoral candidate in International Educational Development at Teachers College, Columbia University, New York, USA. Her research interests include inclusive education, humanitarian aid and development, the relationship between global and local forces in educational settings, and educational policy discourse within the field of development. She has worked as an education consultant and researcher for UNICEF and the Inter-Agency Network for Education in Emergencies (INEE). She has also served as the coordinator of the Center for African Education at Teachers College. She holds an AB in English Literature from Harvard University, and an MPhil in International Perspectives on Special and Inclusive Education from the University of Cambridge, United Kingdom.

Neil Boothby, EdD, is the Allan Rosenfield Professor of Clinical Forced Migration and Health at Columbia University’s Mailman School of Public Health, New York, USA. His research has focused on the effects of armed conflict and violence on children in Cambodia (1980-82), Mozambique (1988-2005), Guatemala (1983-86), former Yugoslavia (1992-93), Rwanda (1994-96), Darfur (2005-present), Palestine (2001-present), Sri Lanka, (2002-present), and Indonesia (1999-present). Boothby is also Director of the Program on Forced Migration and Health at the Mailman School of Public Health, and is the Principal Investigator of several research projects. One of these projects – the Care and Protection of Children (CPC) Interagency Learning Network – is a constellation of more than 75 agencies working worldwide on the development of an evidence base for efficacious child protection programming in war, disaster and post-crises settings. Boothby has published extensive on children and war concerns, and also has received a number of awards for his fieldwork, including the Red Cross Humanitarian of the Year Award and the UN’s Global Achievement Award for Excellence in the Social Sector.

Colin Brock is UNESCO Chair in Education as a Humanitarian Response and Senior Research Fellow at the Department of Education, University of Oxford, United Kingdom. A graduate in geography and anthropology, he taught in high schools for 10 years before becoming a lecturer in geography at the University of Reading. An unexpected secondment to the Overseas Development Agency (now the Department for International Development) found him as Education Adviser in the Caribbean Development Division of the Foreign and Commonwealth Office. On his return to the United Kingdom he moved into the world of international educational development through appointments at the universities of Leeds, Hull and Oxford. He has been fortunate to work in most major areas of the developing world for multilateral and bilateral agencies and has published widely in this field.

Jeremy Cunningham is a former UK state secondary school head teacher, and a doctoral student at the Open University. His practical experience in the development of citizenship education and student participation, and the establishment of school links with African schools, led to an awareness of the huge challenges facing African students, teachers and heads in the aftermath of violent conflict. He has published chapters on democracy in school, developed curriculum materials for Amnesty International, and is a former editor of the World Studies Journal.

Betty Akullu Ezati is a lecturer in the Department of Educational Foundations and Management, School of Education, Makerere University, Uganda. She teaches history of education, research methodology and gender and education. She holds a Higher Diploma in educational policy analysis from the University of Alberta, Canada, a Master of Education focusing on teacher education and a PhD focusing on gender and education from Makerere University. She also participated in a project that designed online courses to assist secondary school teachers in resources limited areas. She trains academic staff at the university level in pedagogy and andragogy skills. For the last three years she had spearheaded a collaborative research project on education in post-conflict areas with a focus on Northern Uganda. The collaboration with the partners (Queen’s University Belfast, Northern Ireland, Kigali Institute of Education, Rwanda, and Fourah Bay College, Sierra Leone) has enabled her to gain more insights into possible strategies teachers can adopt in post-conflict teaching and learning situations. Her research interest includes gender and education (education of minorities), indigenous knowledge education and conflict, teacher education and children’s rights and higher education.

Mitsuko Matsumoto is a doctoral candidate at the Department of Education, University of Oxford, United Kingdom. Her doctoral project explores the relationship between education and conflict, based on an empirical case of Sierra Leone where she has conducted seven months of fieldwork. In addition, her research interest range to peace education and research capacity development in developing countries, in particular West and Central Africa, in which she has received Master’s degrees at the University of Oxford and Teachers College, Columbia University, New York, USA. She had previously worked for the UN Liaison Office of Soka Gakkai International (SGI), a Buddhist association that promotes peace, culture and education. Besides working with UN agencies, other organizations and individuals, she had led workshops, titled ‘Victory over Violence’, promoting values and behaviours based on the philosophy of non-violence to pupils at various schools in New York city.

Maureen Murphy, MPH, is the Coordinator for the Care and Protection of Children in Crisis-Affected Countries Learning Network (CPC Learning Network) based at Columbia University’s Program on Forced Migration and Health in New York, USA. Previously she worked with the American Refugee Committee International as a member of their International Programs Team and, most recently, was the Head of Office for their Eastern Equatorial Office in Southern Sudan. Maureen has also worked with the Agency for Technical Cooperation and Development in Tajikistan and International Planned Parenthood’s East, Southeast Asia and Oceanic Regional Office in Kuala Lumpur, Malaysia. She holds a Master’s degree in Public Health from Columbia University and has a professional interest in improving monitoring and evaluation of humanitarian relief programmes, particularly in the realm of reproductive health and gender-based violence programming.

Tomoe Otsuki is a PhD candidate at the Ontario Institute for Studies in Education of the University of Toronto, Canada. Her doctoral studies pursue how historical remembrance serves as pedagogical praxis for a more democratic society and future possibilities. Her research areas are the pedagogy of commemoration practices, of testimonies of the survivors of the atrocities, East Asia’s history textbooks controversy, and the politics of collective memory and national identity in East Asia. Otsuki’s doctoral dissertation traces the genealogy of the dominant discourse, ‘Hiroshima rages, Nagasaki prays’ and investigates how this atomic bomb discourse was produced and established through a process of exclusion of other voices, erasure of the remnant of the bomb, and the imposition of the act of praying upon the body of Nagasaki’s atomic bomb victims and citizens.

Christine Pagen has engaged in the theories and practices of education and development in and after conflict through academic and practical work with organizations such as the Inter-Agency Network for Education in Emergencies, USAID, UNICEF, the United Nations Office for the Coordination of Humanitarian Affairs, and Search for Common Ground. Her field experience includes the countries of Afghanistan, Sudan, Kazakhstan, and Pakistan. Christine holds a PhD in Comparative International Education and Political Science from Columbia University, New York, USA and an MA in International Educational Development from Teachers College, Columbia University.

Julia Paulson is a doctoral researcher at the University of Oxford and a part-time lecturer at Bath Spa University. Her research focuses on post-conflict educational policy making, transitional justice and reconciliation. She is editor of Education and Reconciliation: exploring conflict and post-conflict situations to be published by Continuum in 2011, and General Editor of the Oxford Transitional Justice Research Working Papers Series. Julia has worked as a consultant with the Inter-Agency Network for Education in Emergencies, the International Center for Transitional Justice, UNICEF and UNESCO.

Jeremy Rappleye recently completed his doctoral studies at the University of Oxford, United Kingdom and is now a JSPS Special Research Fellow at the University of Tokyo, Japan. He has written extensively on the themes of transfer and external influence on domestic education policy formation in an era of globalization. His recent work on Nepal includes co-editing a Special Issue of the journal Globalisation, Societies, and Education entitled ‘Education Reform in Nepal: from modernity to conflict’ (2010). He is currently undertaking research for a full-length book on Nepal along similar lines. That volume will be published in early 2012 and is co-authored with Professor Stephen Carney.

Cornelius Ssempala is a lecturer at the School of Education, Makerere University, Uganda. He lectures in Sociology and Philosophy of Education. He holds a PhD in education from the United Kingdom. His research area covers education and conflict, teacher professional ethics and child rights (education of minorities). For the last three years he has participated in a collaborative research project on education in post-conflict areas with a focus on Northern Uganda. He has undertaken research in teacher education, especially professional ethics. The collaboration with the partners (Queen’s University Belfast, Northern Ireland, Kigali Institute of Education, Rwanda, and Fourah Bay College, Sierra Leone) has enabled him to gain more insights into education in post-conflict areas.

Peter Ssenkusu is a lecturer in the Department of Foundations and Management, School of Education, Makerere University, Uganda. He is currently undertaking a PhD focusing on civil violence and primary school leadership in Northern Uganda (1986-2007). He also has an International Advanced Diploma in child rights, classroom and school management from Lund University, Sweden. His areas of interest are education and civil violence, child rights, and school management.

Lindsay Stark, MPH, DrPH is Professor at Columbia University, New York, USA in the Program on Forced Migration and Health. Her work focuses on developing and piloting new methodologies to measure protection concerns and program response. She has helped pioneer the development of instruments such as the Neighborhood Method to assess incidence of human rights violations and a Participatory Ranking Method that has been included as part of both the World Health Organization Assessment Tool Kit and the Inter-agency Child Protection Assessment Resource Kit. Dr Stark has led assessment and evaluation projects in Africa, Asia and the Middle East with a range of UN, government and NGO partners. She is currently Director of Research and Curriculum for the newly established Center on Child Protection in Indonesia – a collaboration between Columbia University, the University of Indonesia and UNICEF.

Michael Wessells, PhD, is Professor at Columbia University, New York, USA in the Program on Forced Migration and Health and Professor Emeritus at Randolph-Macon College. He has served as President of the Division of Peace Psychology of the American Psychological Association and of Psychologists for Social Responsibility and as Co-Chair of the InterAction Protection Working Group. He is former Co-Chair of the Inter-Agency Standing Committee (UN-NGO) Task Force on Mental Health and Psychosocial Support in Emergency Settings which developed the first inter-agency, consensus guidelines for the field of mental health and psychosocial support in humanitarian crises. Currently, he is co-focal point on mental health and psychosocial support for the revision of the Sphere humanitarian standards. He has conducted extensive research on the holistic impacts of war and political violence on children, and he is author of Child Soldiers: from violence to protection (Harvard University Press, 2006). He regularly advises UN agencies, governments, and donors on issues of psychosocial support. Throughout Africa and Asia, he helps to develop community-based, culturally grounded programs that assist people affected by armed conflict.

Related titles

Key Issues in Educational Development TERRY ALLSOP, COLIN BROCK

Education for Reconstruction: the regeneration of educational capacity following national upheaval NINA ARNHOLD, JULIA BEKKER, NATASHA KERSH, ELIZABETH A. McLEISH, DAVID PHILLIPS

Languages and Education in Africa: a comparative and transdisciplinary analysis BIRGIT BROCK-UTNE, INGSE SKATTUM

Research and Evaluation for Educational Development: learning from the PRISM experience in Kenya MICHAEL CROSSLEY, ANDREW HERRIOT, JUDITH WAUDO, MIRIAM MWIROTSI, KEITH HOLMES, MAGDALLEN JUMA

Partnerships in Educational Development IFFAT FARAH, BARBARA JAWORSKI

Education in Transition: international perspectives on the politics and processes of change ROSARII GRIFFIN

State of Transition: post-apartheid educational reform in South Africa CLIVE HARBER

The Changing Landscape of Education in Africa: quality, equality and democracy DAVID JOHNSON

Globalisation, Enterprise and Knowledge: education, training and development in Africa KENNETH KING, SIMON McGRATH

Culture in Education and Development: principles, practice and policy DAVID STEPHENS

Teacher Education in Sub-Saharan Africa: closer perspectives ROSARII GRIFFIN