Yes / It is an increasingly acknowledged fact that one of the most effective ways universities in war-affected countries can be functionally relevant to the everyday needs and challenges of their immediate environment is by promoting peacebuilding through peace education. This paper explores the role of universities in fostering peace education in diverse post-conflict and conflict-prone countries of sub-Saharan Africa. Specifically, the research investigates the contending models and strategies (notably the Bradford Model and the Centralized Unitary Model) of conflict-sensitive peace education in the context of universities in post-conflict and volatile societies in Africa. The study also analyses the problems and challenges associated with promoting peace education in Sub-Saharan Africa and recommends policy-relevant intervention measures designed to strengthen the process. Data for the study have been generated from secondary sources, as well as a raft of conflict intervention, regional security and peacebuilding projects the researcher has taken part in across a number of conflict-prone and war-affected African countries (notably, Sierra Leone, Liberia, Rwanda, Burundi, DRC, Kenya, Uganda, Nigeria and South Sudan).
| Identifer | oai:union.ndltd.org:BRADFORD/oai:bradscholars.brad.ac.uk:10454/9502 |
| Date | January 2015 |
| Creators | Omeje, Kenneth C. |
| Source Sets | Bradford Scholars |
| Language | English |
| Detected Language | English |
| Type | Article, Accepted Manuscript |
| Rights | © 2015 Indiana University Press. Reproduced in accordance with the publisher's self-archiving policy. |
Page generated in 0.011 seconds