Reimagining Peace Education in Conflict Zones: A Critical Case Study of Indigenous Peace Education at the Congo Peace School

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Abstract

Using a critical peace education perspective, this paper analyzes the peace education program the Congo Peace School offers. It explores how indigenous African peace education models and Western approaches influence its curriculum. The paper also analyzes how curriculum content, pedagogy, and student experiences reflect broader tensions between local knowledge systems and dominant Western models. In this paper, I argue that peace education programs incorporating indigenous peace education can help communities recover from the conflict and lead to lasting peace. While neglecting indigenous peace education can lead to more problems and failure of these peacebuilding initiatives. Findings indicate that while the Congo Peace School claims to focus on homegrown solutions, indigenous African peace education is notably absent in its curriculum.

Author

• Samwel Mnanga Petro, University of Maryland