Education, Conflict, and Peace: Key Juxtapositions as Lessons Learned and Teaching Moments

• In Event: Teachable Moments: Reimagining Education for Peacebuilding in a Divided World A Panel Discussion on Nigeria, Syria, Sudan, and Niger

Proposal

This research on education and peacebuilding (book forthcoming) argues that building peace in conflict-affected contexts like northeast Nigeria is a multifaceted endeavor, intricately linked with education, politics, historical legacies, social cohesion, and local agency. This work presents several key lessons and teachable moments for peacebuilding that add to the discussion and analysis in the conference panel.

The paper employs a constructivist and interpretivist approach to the analysis. Specifically, using a range of interviewees’ perspectives regarding their experiences and realities in conflict-affected northeast Nigeria, and constructing the analysis around those realities. In addition, critically examining theoretical framings of education in crisis and conflict to anchor the perspectives of interviewees.

This presentation will analyse and expand upon key juxtapositions as lessons learned and teaching moments, including a) how education in northeast Nigeria is critically positioned as both a casualty and a contributor to conflict, yet also a powerful tool for liberation and development. b) how, on the one hand, the education system has been severely compromised, facing the destruction of infrastructure, the politicization of learning, and the victimization of teachers and students. On the other hand, inclusive education and critical pedagogy have emerged as powerful forces for social justice and empowerment. c) how, on the one hand, external and top-down interventions are needed and often sought out. On the other hand, the emphasis is that effective peacebuilding must be bottom-up and contextually tailored, moving beyond superficial, externally imposed solutions and stereotypical local affirmations. This type of peace is grounded in time and space, which are key elements in reaching workable solutions.

The theories and analyses conclude that even well-intentioned external interventions can undermine peacebuilding efforts if they disregard local discretion, priorities, and unique contexts. This risk is heightened by external shocks, such as the COVID-19 pandemic, which can exacerbate existing vulnerabilities. Therefore, peacebuilding support must be flexible, holistic, and responsive, integrating crucial services like mental health and psychosocial support

In summary, the findings and lessons learned for sustainable peacebuilding emphasize a context-sensitive approach that prioritizes local agency and addresses historical and structural injustices. Overall, the presentation advocates for a comprehensive and integrated approach to peacebuilding that extends beyond the cessation of hostilities and the absence of physical violence. It expands on Galtung's (1969) notion of "positive peace" by specifically addressing horizontal inequalities, contextual realities, and the legacies of colonial power. This is achieved through empowering individuals and communities via discourse, agency, confrontation, and vigilance by both traditional and new influencers. These lessons, drawn from northeast Nigeria, provide a framework for policymakers, educators, and practitioners to improve future learning and peacebuilding strategies in conflict-affected regions.

Author

• Vanita Datta, Global Consulting and Advisory