Abstract
A dichotomy of organic and institutional views of education emerged as a strong theme in a qualitative research study that was undertaken amongst primary school teachers in Northern Uganda. Teachers clearly conceptualised children’s learning in two categories − dependant upon culture and village life (termed organic education in this paper), and dependent upon organised schooling (termed institutional education). As the study progressed the complementary nature of these two categories became salient, as did their importance in community redevelopment after war. When the effects of war decimate organic education by destroying family units and interrupting village life, communities heavily rely upon institutional education to raise children. However, the necessity to re-establish organic structures so that education is not limited to schools and teachers was also apparent. This paper discusses the need to take a dual (organic and institutional) approach to community redevelopment, and considers the wider implications for practice and policy in post-war contexts.
Published Version
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