Evidence on Curriculum—Peace Education in Africa

Abstract

This chapter begins a lengthy empirical examination of peace education over two chapters by focussing on peace education in post-conflict African countries. However, the chapter begins by critically examining international claims, especially by UNESCO, that evidence shows that peace education already can and does make a contribution to peace. Three main sources cited by UNESCO as evidence are examined and rejected as conclusive evidence. The chapter then examines evidence on peace education in a number of post-conflict countries—Kenya, Rwanda, Sierra Leone (and Liberia), South Sudan and Uganda. The chapter concludes that, despite considerable effort, the reality is that schooling often remains stubbornly difficult to change, let alone transform in a more peaceful direction. Partly, this is because shortages of human and physical resources hamper efforts of reconstruction. However, it is also the case that the traditional ‘intractable paradigm’ of authoritarian, hierarchical and competitive schooling is deeply rooted in the minds and thus practices of education officials, head teachers, teachers, parents, pupils and school communities.