Introduction

This book explores how, and if, formal education affects peacebuilding in post-conflict societies. As schooling is often negatively implicated in violent conflict, the author highlights the widely expressed need to build back better and transform schooling by changing both its structures and processes, and its curriculum.

Research and Case Studies

Drawing upon research from a wide range of post-conflict developing societies including Cambodia, Colombia and Kenya, the author examines whether there is any empirical support for the idea that schooling can be transformed so it can contribute to more peaceful and democratic societies.

Analysis and Findings

In doing so, the author reveals how the myth of building back better is perpetuated by academics and international organisations, and explains why formal education in post-conflict developing societies is so impervious to radical change.

Target Audience

This important volume will appeal to students and scholars of education in post-conflict societies.