%0 Book Section
%A Pherali, Tejendra
%A Blair, Clancy
%A Korostelina, Karina
%A Macintyre, Thomas
%A Chakraborty, Anya
%A Ogunniran, Moses Oladele
%B Reimagining Education: The International Science and Evidence based Education Assessment.
%C New Delhi, India
%D 2022
%E Vickers, Edward
%E Pugh, K
%E Gupta, L
%F discovery:10178995
%I UNESCO MGIEP
%P 328-394
%T From perpetrator to peacebuilder: rethinking education in conflict-affected societies
%U https://discovery.ucl.ac.uk/id/eprint/10178995/
%X This chapter explores the nexus between  education and confict, positioning  education as a contested domain that shapes,  and is shaped by, a broad range of social,  political, economic and cultural dynamics in  confict-afected societies. On the one hand,  violent conficts and structural violence have  detrimental efects on educational processes and  outcomes. On the other hand, education itself  can (re)produce structural violence in society.  Bringing together the felds of social science and  cognitive neuroscience, this chapter provides  a multi-faceted lens through which to address  the challenges of education in diferent confict  contexts from around the world, highlighting  that the search for a collective peaceful future is  complex.
%Z This publication is available in Open Access under the AttributionShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) licence (http://creativecommons.  org/licenses/by-sa/3.0/igo/). By using the content of this publication, the  users accept to be bound by the terms of use of the UNESCO Open Access  Repository (http://www.unesco.org/open-access/terms-use-ccbysa-en).