Challenges for Peacebuilding and Citizenship Learning in Colombia

Ángela María Guerra-Sua

doi:10.11144/javeriana.m11-23.cpcl

Abstract

Some education practices can impede learning democratic citizenship agency by reinforcing injustices or omitting dissenting perspectives. Other practices may help address conflict issues through problem-posing inquiry activities. This literature review explores the ways social sciences’ curriculum practices can select knowledges that enhance peace or exacerbates violence. Considering peace and conflict theories, I highlight the limitations and possibilities for peacebuilding of Colombia’s citizenship and social sciences’ curricula. Also, I discuss the ways certain social studies curriculum decisions (selections and omissions) may reproduce violence, injustice and passivity. Finally, I discuss how certain practices may develop critical citizenship capacities to handle conflicts.

Highlights

Colombia is undergoing multiple challenges regarding violence and democracy
This paper will examine the kinds of history and social sciences curriculum that help to guide Colombian young citizens toward constructive democratic and peacebuilding engagement
I looked for studies from countries that had experienced conflicts, including Colombia, using combinations of the country name and the terms history education, civic education, citizenship education, peace education and critical pedagogy

Summary

Introduction

Colombia is undergoing multiple challenges regarding violence and democracy. Some education practices can contribute to that violence, and/ or impede students’ democratic citizenship learning and agency. Considering the above types of approaches to achieving peace, the Colombian citizenship program ranges between a gentle form of peacekeeping (educative opportunities that guide students to self-control and manage their anger— Bickmore, 2005a; Bickmore, 2011; Bickmore & MacDonald, 2010) and peacemaking education (facilitating learning and practice of constructive communication to voice students’ needs and handle conflicts), with very little attention to peacebuilding or peacebuilding education (curricular and/or school structure learning opportunities to achieve or teach toward equity, mutual understanding across social identity groups, and inclusive democracy).

Results

Conclusion