Teaching Peace in a Charged Landscape: The Democratic Potential of Peace Education During Colombia’s Peace Process
As Colombia transitions from more than fifty years of internal armed conflict, how will educators engage with students around the complex causes and consequences of protracted violence, and the fragile transition to peace?
Education and Belonging in the Context of an Unknowable Future: Youth Aspirations in Kakuma Refugee Camp
Research has demonstrated the significant role of schools in shaping young people’s evolving sense of civic identity, agency, and belonging. Yet we know little about the educational experiences of refugee youth whose opportunities for participation are constrained by encampment and exclusionary citizenship policies.
This project seeks to develop a research cluster centered on the linkages between education as a sector and transitional justice. Drawing on semi-structured interviews with global leaders of transitional justice initiatives, the study aims to better understand the myriad ways that education is positioned and envisioned as a mechanism of transitional justice.
In the aftermath of mass violence, history education that depicts the violent past is considered an essential element of transitional justice processes, clarifying the historical record, reestablishing moral frameworks, promoting reconciliation, and acknowledging public memory of past atrocity for future generations. But how do individuals and communities narrate recent injustice in ways that empower youth, foster civic agency, and promote democratic culture?