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ABSTRACT
The relations between education, conflict and peace have become the focus of a growing and diverse field of educational research and action. In the diversity and complexity of this field, I distinguish six educational approaches that stand out: human rights, psychosocial, humanitarian aid, development, security, and reconciliation. They refer to six sets of particular and coherent assumptions regarding the reasons that originate and exacerbate conflicts, with their own answers about how to prevent, resolve, alleviate, or transform that situation – their ways of understanding peace – and the roles that the educational sector plays in the achievement of this purpose, with their pros and cons.
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Notes
1. Kant articulated in the 18th century the concept of ‘republican peace’ combining the creation of republics with the creation of an international law of nations to consolidate peace on a global level. This idea is fundamental for the emergence of the international educational discourse on HHRR.
2. Later, the Jomtien Declaration generated the Dakar Framework for Action (2000), which emphasizes the need for additional efforts to reach children in areas of conflict or crisis.
3. Justice and Human Rights; Sustainable use of natural resources; Protection of the cultural and natural wealth of the Nation; Peaceful conflict resolution; Prevention of school bullying; Diversity and plurality; Political participation; Historical memory; Moral dilemmas; Social impact projects; History of national and international peace agreements; Life projects and risk prevention.
4. It should be considered that the global movements in favor of E4A have focused their efforts on primary and secondary education. Higher education occupies a place of little importance, as it represents a very high expenditure that generates benefits for a very small sector of the population (Millican Citation2009). This is unfortunate for all social sectors but especially for refugees who find it more feasible to return home after the conflict, if they have gained access to higher education (Dryden-Peterson Citation2011).
5. See the works of Education Under Attack.
6. Safeworld (2014) showed that men are often motivated to engage in violent conflict because it is an acceptable means of achieving other symbols of masculinity, such as access to power, wealth, and women. Since masculinities, femininities, and diverse sexual orientations are at the base of various cultural conflicts, they are now essential themes for E4P.