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" The Politics of peace education in post-conflict settings : "
Tinker, Vanessa
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Latin Dissertation
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| Record Number
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1100523
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TLets633656
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| Main Entry
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Tinker, Vanessa
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| Title & Author
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The Politics of peace education in post-conflict settings :\ Tinker, Vanessa
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| College
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University of Kent
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| Date
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2013
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| student score
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2013
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| Degree
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Ph.D.
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| Abstract
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Education for Peace (EFP) represents one of the longest running and largest peace educationprogrammes of its kind. What began as a small pilot study in six schools in Bosnia andHerzegovina (BiH) became in a period of approximately twelve years mainstreamedthroughout the country's educational system. Despite the programme's "political success",relatively little has been written on EFP and there has been no systematic independentevaluation of its evolution. Therefore, the question of how and why EFP's political successwas possible remains to be explored. To answer this question this thesis adopts ahermeneutica1-constructivist approach, thereby enabling this study to chronologicallyreconstruct the emergence and "mainstreaming" of the EFP programme and critically assessits adoption across the whole ofBiH. By using a hermeneutic-constructivist approach, thisstudy makes explicit that the programme's philosophical assumptions derive from the Bahi'ifaith, a fact which until now has been poorly understood and very rarely acknowledged. Andwhile using this framework to critically assess the adoption and mainstreaming of EFPthroughout BiH, this study demonstrates that EFP' s political success was helped by a numberof factors, the six most prevalent being: the prevailing conditions and needs in post-war BiH;the programme's surface discourse which appears to address the objectives of theinternational community; the newness of peace education as a tool for peace-building andreconstruction in post-conflict societies; the unfamiliarity of the Bahi'i faith; the fact that theprogramme went through only one independent evaluation; and the disconnect of theprogramme's content and the political process of its adoption. Furthermore, this study willdraw to attention the accidental and contingent nature of the adoption process of EFP,highlighting the naivety that was prevalent on all sides - the EFP people who want to help byspreading their positive messages of peace and unity, however unreflective oftheirassumptions and the governing officials, decision-makers and funders who want to helpand/or be seen as being proactive.This study does not question whether EFP or those involved in funding or supporting theprogramme directly or indirectly are genuine in their intentions. Rather this study aims todraw attention to the unexpected outcomes and the failure to properly consider theprogramme's assumption that has now resulted in a religiously orientated peace educationprogramme being mainstreamed throughout an entire country just emerging fi:om a violentethnic-religious conflict. It allows us to ask more general questions about the future of peaceeducation and its use as a peace-building and reconstruction tool in post-conflict settingswhile taking a closer and critica1100k at the political processes that allows for its nationwideimplementation.
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University of Kent
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