Children’s world-making practices as peacebuilders in the community

Abstract

ABSTRACT The vulnerabilities of children are compounded by the impacts proceeding armed conflict, but they are often not involved as citizens in peacebuilding efforts. Consequently, the participation of children in peacebuilding initiatives is often tokenistic, despite evidence of the role children play in contributing to reconstruction and peacebuilding. To challenge this normative narrative, this paper illustrates the benefits of peacebuilding activities when children lead them. The research focuses on data gathered from arts-based peacebuilding projects in Indonesia, Kyrgyzstan, Nepal and Rwanda, focused on youth empowerment and the strengthening of community relations. Through analysis of 70 interviews with children (N = 32) and adult stakeholders (e.g. teachers/artists/policymakers/community-leaders/third-sector organisations) (N = 38), the paper explores the role of children in world-making practices, as well as their capacity as current and future leaders. The paper engages with the Figured Worlds framework, demonstrating the benefits of arts-based methods that promote intergenerational dialogue and enable children to imagine a better future in the present. It presents a model that illustrates the dynamics related to the creation of cultural artefacts that challenge fossilised tools for community mediation, suggesting that arts-based programmes can significantly alter how a community comes to discuss important aspects of sustainable peacebuilding.