TY - JOUR
T1 - Education at the intersection of conflict and peace
T2 - the inclusion and framing of education provisions in African peace agreements from 1975-2017
AU - Dunlop, Emily
AU - King, Elisabeth
N1 - Publisher Copyright:
© 2019 British Association for International and Comparative Education.
PY - 2021
Y1 - 2021
N2 - International actors have called for greater inclusion of education provisions in peace agreements given the important symbolic and practical roles peace agreements play post-conflict. Yet, the inclusion, framing, and roles of education in peace agreements remain understudied. This paper investigates the trends in education’s inclusion in African peace agreements from 1975–2017. We provide a descriptive quantitative analysis of education trends over time, test several hypotheses that may explain these trends, and apply these findings to a qualitative case study in Burundi to illustrate key factors in implementation. We find that education is present in 46% of agreements, that the presence of international actors and disarmament, demobilisation, and reintegration provisions increases the likelihood of inclusion, and that educational structure and content clauses are equally likely to be included. These findings have implications for international education practise and forward a research agenda for further study by international education and conflict scholars.
AB - International actors have called for greater inclusion of education provisions in peace agreements given the important symbolic and practical roles peace agreements play post-conflict. Yet, the inclusion, framing, and roles of education in peace agreements remain understudied. This paper investigates the trends in education’s inclusion in African peace agreements from 1975–2017. We provide a descriptive quantitative analysis of education trends over time, test several hypotheses that may explain these trends, and apply these findings to a qualitative case study in Burundi to illustrate key factors in implementation. We find that education is present in 46% of agreements, that the presence of international actors and disarmament, demobilisation, and reintegration provisions increases the likelihood of inclusion, and that educational structure and content clauses are equally likely to be included. These findings have implications for international education practise and forward a research agenda for further study by international education and conflict scholars.
KW - Africa
KW - Burundi
KW - conflict
KW - peace
KW - peace agreements
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U2 - 10.1080/03057925.2019.1619446
DO - 10.1080/03057925.2019.1619446
M3 - Article
AN - SCOPUS:85067009473
SN - 0305-7925
VL - 51
SP - 375
EP - 395
JO - Compare
JF - Compare
IS - 3
ER -