Abstract
This paper presents a ‘peace with social justice’ framework for analysing the role of teachers as agents of sustainable peace, social cohesion and development and applies this to research evidence from Pakistan, Uganda, Myanmar and South Africa. The paper draws on evidence from a recently completed UNICEF and ESRC funded project on education and peacebuilding, and specifically from data gathered around the role of teachers. Drawing on rich fieldwork data collected between 2014–2016 in each of the four countries, the paper will evidence the complex and contradictory role that teachers play in sustainable peace and development and its implications for teacher governance, teacher policy and teacher practice. The paper challenges the overly human capital driven logics of much teacher policy reform agendas and highlights the need and importance for a more holistic approach to teacher governance and management that recognises teachers’ multiple potential to contribute to both societal peace and development.
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