References
- Ali, N. 2017. “Somalia Stability: Hostage to Local, Regional and Distant Actors.” Education and Conflict Review 1: 22–23.
- Andreotti, V., S. Stein, C. Ahenakew, and D. Hunt. 2015. “Mapping Interpretations of Decolonization in the Context of Higher Education.” Decolonization: Indigeneity, Education and Society 4: 21–40.
- Appadurai, A. 1996. Modernity at Large: Cultural Dimensions of Globalization. Minneapolis: University of Minnesota Press.
- Bajaj, M. 2015. “‘Pedagogies of Resistance’ and Critical Peace Education Praxis.” Journal of Peace Education 12: 154–166.
- Barfield, T. 2011. Afghanistan: A Cultural and Political History. Princeton: Princeton University Press.
- Bekerman, Z., and M. Zembylas. 2011. Teaching Contested Narratives: Identity, Memory and Reconciliation in Peace Education and Beyond. Cambridge: Cambridge University Press.
- Bhambra, G. 2014. Connected Sociologies. London: Bloomsbury.
- Bickmore, K. 2014. “Peacebuilding Dialogue Pedagogies in Canadian Classrooms.” Curriculum Inquiry 44: 553–582.
- Bickmore, K. 2017. “Conflict, Peacebuilding and Education: Rethinking Pedagogies in Divided Societies, Latin America, and Around the World.” In Comparative and International Education: Issues for Teachers, edited by K. Mundy, K. Bickmore, and R. Hayhoe, 268–299. Toronto: Canadian Scholars’ Press.
- Brookfield, S. 2009. “The Concept of Critical Reflection: Promises and Contradictions.” European Journal of Social Work 12: 293–304.
- Burde, D. 2014. Schools for Conflict or for Peace in Afghanistan. New York: Teachers College Press.
- Burde, D., A. Kapit, R. Wahl, O. Guven, and M. Skarpeteig. 2017. “Education in Emergencies: A Review of Theory and Research.” Review of Educational Research 87: 619–658.
- Bush, K. S., and D. Saltarelli. 2000. The Two Faces of Education in Ethnic Conflict: Towards a Peace Building Education for Children. Florence: Innocenti Research Center—UNICEF.
- Connell, R. W. 2007. Southern Theory: The Global Dynamics of Knowledge in Social Science. Sydney: Allen & Unwin.
- Cremin, H. 2016. “Peace Education Research in the Twenty-First Century: Three Concepts Facing Crisis or Opportunity?” Journal of Peace Education 13: 1–17.
- Cremin, H., H. Aryoubi, H. Salem, B. Hajir, and N. Kurian. 2021. “Post-abyssal Ethics in Education Research in Settings of Conflict and Crisis: Stories from Women in the Field.” British Educational Research Journal 47: 1102–1119.
- Cresswell, J., and C. Poth. 2017. Qualitative Inquiry and Research Design: Choosing Among Five Approaches. 4th ed. London: Sage.
- Davies, L. 2004. Education and Conflict: Complexity and Chaos. London: Routledge.
- Davies, L. 2017. “Justice-Sensitive Education: The Implications of Transitional Justice Mechanisms for Teaching and Learning.” Comparative Education 53: 333–350.
- Debiel, T., R. Glassner, C. Schetter, and U. Terlinden. 2009. “Local State-Building in Afghanistan and Somaliland.” Peace Review 21: 38–44.
- Dryden-Peterson, S., and W. Giles. 2010. “Higher Education for Refugees.” Refuge: Canada’s Journal on Refugees 27: 3–9.
- Ellsworth, E. 1989. “Why Doesn’t This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy.” Harvard Educational Review 59: 297–325.
- Freire, P. 1970/2005. Pedagogy of the Oppressed. New York: Continuum.
- Fund for Peace, The. 2020. “Fragile States Index.” Accessed 18 July, 2020. https://fragilestatesindex.org/.
- Gorski, P. 2008. “Good Intentions Are Not Enough: A Decolonizing Intercultural Education.” Intercultural Education 19: 515–525.
- Gur Ze’ev, I. 2001. “Philosophy of Peace Education in a Postmodern Era.” Educational Theory 51: 315–336.
- Hajir, B., S. Clarke-Habibi, and N. Kurian. 2021. “The ‘South’ Speaks Back: Exposing the Ethical Stakes of Dismissing Resilience in Conflict-Affected Contexts.” Journal of Intervention and Statebuilding. doi:10.1080/17502977.2020.1860608.
- Hajir, B., and K. Kester. 2020. “Toward a Decolonial Praxis in Critical Peace Education: Postcolonial Insights and Pedagogic Possibilities.” Studies in Philosophy and Education 39: 515–532.
- Heron, B. 2007. Desire for Development: Whiteness, Gender and the Helping Imperative. Waterloo, ON: Wilfrid Laurier University Press.
- Ingiriis, M. H. 2021. “Being and Becoming a State: The Statebuilding and Peacebuilding Conversations in Southern Somalia and Somaliland.” Journal of Contemporary African Studies 39: 1–33.
- Inter-Agency Network on Education in Emergencies. 2013. INEE Guidance Note on Conflict-Sensitive Education. New York: INEE.
- Kester, K. 2017. “The Case of Educational Peacebuilding Inside the United Nations Universities: A Review and Critique.” Journal of Transformative Education 15: 59–78.
- Kester, K. 2018. “Reproducing Peace? A CRT Analysis of Whiteness in the Curriculum and Teaching at a University of the UN.” Teaching in Higher Education 24: 212–230.
- Kester, K. 2019. “Whiteness, Patriarchy, and Peacebuilding in UN Higher Education: Some Theoretical and Pedagogical Implications from One Case Institution.” Irish Educational Studies 38: 481–499.
- Kester, K., L. Sweeney, C. Chang, M. Watkins, and J. M. Cha. 2020. “Decolonizing Higher Education: Practical Examples from International and Intercultural Educators in Korea.” The Korea TESOL Journal 16: 27–53.
- Kester, K., M. Zembylas, L. Sweeney, K. H. Lee, S. Kwon, and J. Kwon. 2019. “Reflections on Decolonizing Peace Education in Korea: A Critique and Some Decolonial Pedagogic Strategies.” Teaching in Higher Education 26: 145–164.
- Kim, T. 2014. “The Intellect, Mobility and Epistemic Positioning in Doing Comparisons and Comparison Education.” Comparative Education 50: 58–72.
- King, E. 2013. From Classrooms to Conflict in Rwanda. Cambridge: Cambridge University Press.
- Kirk, J. 2007. “Education and Fragile States.” Globalisation, Societies and Education 5: 181–200.
- Kleinfeld, R., and R. Muggah. 2019. “No War, No Peace: Healing the World’s Violent Societies.” Washington, D.C.: Carnegie Endowment for International Peace. Accessed 12 December, 2019. https://carnegieendowment.org/2019/10/14/no-war-no-peace-healing-world-s-violent-societies-pub-80034.
- Krefting, L. 1991. “Rigor in Qualitative Research: The Assessment of Trustworthiness.” American Journal of Occupational Therapy 45: 214–222.
- Kurian, N., and K. Kester. 2019. “Southern Voices in Peace Education: Interrogating Race, Marginalisation, and Cultural Violence in the Field.” Journal of Peace Education 15: 21–48.
- Laker, J., C. Naval, and K. Mrnjaus. 2014. Civic Pedagogies in Higher Education: Teaching for Democracy in Higher Education in Europe, Canada, and the USA. New York: Palgrave.
- Lather, P. 1992. “Critical Frames in Educational Research: Feminist and Post-Structural Perspectives.” Theory Into Practice 31: 87–99.
- Lederach, J. P. 1995. Preparing for Peace: Conflict Transformation Across Cultures. Syracuse: Syracuse University Press.
- Lincoln, Y., and E. Guba. 1985. Naturalistic Inquiry. Beverly Hills: Sage.
- Majidi, N. 2018. “Community Dimensions of Smuggling: The Case of Afghanistan and Somalia.” The ANNALS of the American Academy of Political and Social Science 676: 97–113.
- McCowan, T., and E. Unterhalter. 2015. Education and International Development: An Introduction. London: Bloomsbury.
- Merriam, S. 2009. Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-Bass.
- Miller, L. 2021. “Biden’s Afghanistan Withdrawal: A Verdict on the Limits of American Power.” Survival: Global Politics and Strategy 63: 37–44.
- Milton, S. 2018. Higher Education and Post-Conflict Recovery. London: Palgrave.
- Mundy, K., and S. Dryden-Peterson. 2011. Educating Children in Conflict Zones: Research, Policy, and Practice for Systemic Change. New York: Teachers College Press.
- Nelson, C., and R. Appleby. 2014. “Conflict, Militarization, and Their After-Effects: Key Challenges for TESOL.” TESOL Quarterly 49: 309–332.
- Novelli, M., and M. T. A. Lopes Cardozo. 2008. “Conflict, Education and the Global South: New Critical Directions.” International Journal of Educational Development 28: 472–488.
- Novelli, M., M. T. A. Lopes Cardozo, and A. Smith. 2017. “The 4Rs Framework: Analyzing Education’s Contribution to Sustainable Peacebuilding with Social Justice in Conflict-Affected Contexts.” Journal of Education in Emergencies 3: 14–43.
- Novelli, M., and Y. Sayed. 2016. “Teachers as Agents of Sustainable Peace, Social Cohesion and Development: Theory, Practice and Evidence.” Education as Change 20: 15–37.
- Novelli, M., and A. Smith. 2011. The Role of Education in Peacebuilding: A Synthesis Report of Findings from Lebanon, Nepal and Sierra Leone. New York: UNICEF.
- Nowell, L., J. Norris, D. White, and N. Moules. 2017. “Thematic Analysis: Striving to Meet the Trustworthiness Criteria.” International Journal of Qualitative Methods 16: 1–13.
- OECD. 2018. States of Fragility 2018 Highlights. Paris: OECD.
- Omeje, K. 2015. “Promoting Peace and Conflict-Sensitive Higher Education in Sub-Saharan Africa.” African Conflict and Peacebuilding Review 5: 33–56.
- Paraskeva, J. M. 2016. Curriculum Epistemicide: Toward an Itinerant Curriculum Theory. London: Routledge.
- Pherali, T., and A. Lewis. 2017. “Higher Education Partnerships for Peace and Development.” Education and Conflict Review 1: 13–16.
- Prieto, L. R. 2020. “Concerns About Teaching Culturally Diverse Students in a Cross-Disciplinary Sample of Higher Education Faculty.” Teaching in Higher Education. doi:10.1080/13562517.2020.1863346.
- Prunier, G. 2021. The Country That Does Not Exist: The History of Somaliland. London: Hurst & Company.
- Reardon, B., and D. Snauwaert. 2015. Betty A. Reardon: A Pioneer in Education for Peace and Human Rights. New York: Springer.
- Renders, M., and N. Knezevic. 2017. “The Potential of Conflict-Sensitive Education in Fragile Countries: The Case of Curriculum Framework Reform and Youth Civic Participation in Somalia.” Journal on Education in Emergencies 3: 106–128.
- Samsor, A. J., and M. Idrees. 2019. “Building Peace in Afghanistan from the Bottom Up.” Washington, DC: United States Institute of Peace. Accessed April 3, 2021. https://www.usip.org/blog/2019/08/building-peace-afghanistan-bottom.
- Santos, B. D. S. 2007. “Beyond Abyssal Thinking: From Global Lines to Ecologies of Knowledge.” Eurozine. https://www.eurozine.com/beyond-abyssal-thinking/#.
- Santos, B. D. S. 2014. Epistemologies of the South: Justice Against Epistemicide. London: Routledge.
- Schendel, R., and T. McCowan. 2015. “Higher Education and Development: Critical Issues and Debates.” In Education and International Development: An Introduction, edited by T. McCowan, and E. Unterhalter, 275–293. London: Bloomsbury.
- Seitz, K. 2006. “Mainstreaming Conflict: Towards Crises-Preventive Education Assistance.” The Development Education Journal 13: 9–11.
- Shirazi, R. 2011. “When Projects of ‘Empowerment’ Don’t Liberate: Locating Agency in a ‘Postcolonial’ Peace Education.” Journal of Peace Education 8: 277–294.
- St. Pierre, E. A. 2011. “Postqualitative Research: The Critique and the Coming After.” In The SAGE Handbook of Qualitative Research, edited by N. K. Denzin, and Y. S. Lincoln, 611–625. Thousand Oaks: SAGE.
- UN. 2015. “Sustainable Development Goals.” Accessed July 13, 2021. https://www.un.org/sustainabledevelopment/sustainable-development-goals/.
- UNESCO. 2011. EFA Global Monitoring Report. The Hidden Crisis: Armed Conflict and Education. Paris: UNESCO.
- UNESCO UIS. 2020. “Out-of-School Children and Youth.” Accessed July 13, 2021. http://uis.unesco.org/en/topic/out-school-children-and-youth.
- USIP. n.d. “Peace Education in Afghanistan.” United States Institute for Peace. Accessed April 3, 2021. https://www.usip.org/programs/peace-education-afghanistan.
- Walters, S., and A. Anderson. 2021. “Teaching While Traumatized: An Autoethnographic Account of Teaching, Triggers, and the Higher Education Classroom.” Teaching in Higher Education. doi:10.1080/13562517.2021.1876018.
- Williams, H. M. A. 2016. “Lingering Colonialities as Blockades to Peace Education: School Violence in Trinidad.” In Peace Education: International Perspectives, edited by M. Bajaj, and M. Hantzopoulos, 141–156. London: Bloomsbury.
- Williams, H. M. A., and M. J. Bermeo. 2020. “A Decolonial Imperative: Pluriversal Rights Education.” International Journal of Human Rights Education 4: 1–33.
- Wintersteiner, W. 2019. “Peace Education for Global Citizenship: The Genuine Global Dimension of Betty Reardon’s Concept of Peace Education.” In Exploring Betty A. Reardon’s Perspective on Peace Education: Looking Back, Looking Forward, edited by D. Snauwaert, 15–28. Cham: Springer.
- Woolner, C. J. 2016. “Education and Extraversion: Naming, Valuing and Contesting ‘Modern’ and ‘Indigenous’ Knowledge in Post-War Somaliland.” Journal of East African Studies 10: 413–433.
- World Bank. 2011. World Development Report: Conflict, Security and Development. Washington, DC: World Bank.
- Wynter, S. 2003. “Unsettling the Coloniality of Being/Power/Truth/Freedom: Towards the Human, After Man, Its Overrepresentation—An Argument.” CR: The New Centennial Review 3: 257–337.
- Yin, R. 2003. Case Study Research: Design and Methods. 3rd ed. Thousand Oaks: Sage.
- Zakharia, Z. 2017. “Getting to ‘No’: Locating Critical Peace Education Within Resistance and Anti-Oppression Pedagogy at a Shi’a Islamic School in Lebanon.” Research in Comparative and International Education 12: 46–63.
- Zembylas, M. 2015. Emotion and Traumatic Conflict: Reclaiming Healing in Education. Oxford: Oxford University Press.
- Zembylas, M. 2018. “Con-/divergences Between Postcolonial and Critical Peace Education: Towards Pedagogies of Decolonization in Peace Education.” Journal of Peace Education 15: 1–23.
- Zembylas, M. 2020. “Toward a Decolonial Ethics in Human Rights and Peace Education.” International Journal of Human Rights Education 4: 1–31.
- Zembylas, M., C. Charalambous, and P. Charalambous. 2016. Peace Education in a Conflict- Affected Society: An Ethnographic Journey. Cambridge: Cambridge University Press.