eprintid: 10049939
rev_number: 19
eprint_status: archive
userid: 608
dir: disk0/10/04/99/39
datestamp: 2018-06-12 14:11:04
lastmod: 2022-01-01 23:12:11
status_changed: 2018-06-12 14:11:04
type: article
metadata_visibility: show
creators_name: Datzberger, S
title: Peacebuilding through non-formal education programmes: a case study from Karamoja, Uganda
ispublished: pub
divisions: UCL
divisions: B16
divisions: B14
divisions: J80
keywords: Social Sciences, International Relations, POLITICS, PEACE
note: This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives
License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution,
and reproduction in any medium, provided the original work is properly cited, and is not altered,
transformed, or built upon in any way
abstract: Experts increasingly refer to the crucial role of education in cultivating processes of sustainable peacebuilding in conflict-affected environments. While peacebuilding interventions have slowly started to place emphasis on aspects of equality or service delivery in formal education systems, the potential of non-formal education (NFE) programmes to foster social transformation in conflict-affected environments often remains unexploited. There is little research examining how NFE can affect the security situation and peace process in a conflict-affected region, or the role it plays in peacebuilding at large. To address these questions, the article draws on the case study of the Alternative Basic Education Karamoja (ABEK) programme in Uganda. It is based on a multi-track data collection strategy involving visits to learning centres, focus group discussions and interviews with government officials, teachers, youth, civil society organizations and other stakeholders over a period of three months in 2015. The study finds that, despite persistent implementation challenges, ABEK proved to (a) be relevant to the security and conflict conditions in the region; and (b) overcome structural and indirect forms of violence through alternative and flexible modes of education. The ABEK case therefore gives rise to much wider peacebuilding implications and formal education sector planning in conflict-affected environments.
date: 2016-07-29
date_type: published
publisher: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
official_url: https://doi.org/10.1080/13533312.2016.1214073
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
article_type_text: Article
verified: verified_manual
elements_id: 1559491
doi: 10.1080/13533312.2016.1214073
lyricists_name: Datzberger, Simone
lyricists_id: SDATZ67
actors_name: Datzberger, Simone
actors_id: SDATZ67
actors_role: owner
full_text_status: public
publication: International Peacekeeping
volume: 24
number: 2
pagerange: 326-349
pages: 24
issn: 1743-906X
citation:        Datzberger, S;      (2016)    Peacebuilding through non-formal education programmes: a case study from Karamoja, Uganda.                   International Peacekeeping , 24  (2)   pp. 326-349.    10.1080/13533312.2016.1214073 <https://doi.org/10.1080/13533312.2016.1214073>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10049939/1/Peacebuilding%20through%20non%20formal%20education%20programmes%20a%20case%20study%20from%20Karamoja%20Uganda%283%29.pdf