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The need for contextualisation in the analysis of curriculum content in conflict

Lewis, A; (2019) The need for contextualisation in the analysis of curriculum content in conflict. Education and Conflict Review , 2 pp. 28-32. Green open access

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Abstract

Westernised peace-promoting curricula have been increasingly imported in conflict-affected countries, but they have limited capacity to adapt to local contexts and address unique issues relating to war-related trauma, political contentions and displacement of teachers and families. In this paper, I argue that this disconnection could be manifested in incoherence and failures to contribute to stability against contradictory positioning of liberal and more radical schools for competitive ideological dominance at the national level, which could potentially serve as drivers of conflict.

Type: Article
Title: The need for contextualisation in the analysis of curriculum content in conflict
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.ucl.ac.uk/ioe/departments-and-centres/...
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Peacebuilding Education, Somaliland, Conflict, Fragility
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/10081580
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