South Sudanese primary school textbooks. Transforming and reinforcing conflict.

Autor/inn/en	Vanner, Catherine; Kovinthan Levi, Thursica; Akseer, Spogmai
Titel	South Sudanese primary school textbooks. Transforming and reinforcing conflict.
Quelle	Aus: Vanner, Catherine (Hrsg.); Akseer, Spogmai (Hrsg.); Kovinthan Levi, Thursica (Hrsg.): Teaching peace and conflict. The multiple roles of school textbooks in peacebuilding. Cham, Switzerland: Springer Nature (2022) S. 155-172 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 169-172
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-031-04675-9; 978-3-031-04676-6; 978-3-031-04678-0
DOI	10.1007/978-3-031-04676-6_9
Schlagwörter	Soziale Ungleichheit; Konflikt; Konfliktforschung; Bildungspolitik; Englischunterricht; Grundschule; Konflikt; Religionsunterricht; Schulbuch; Soziale Ungleichheit; Konfliktforschung; Sozialkunde; Bildungspolitik; Friedensforschung; Grundschule; Schulbuch; Englischunterricht; Frieden; Friedensforschung; Religionsunterricht; Sozialkunde; Staat Südsudan; Staat Südsudan
Abstract	Primary school textbooks can provide space for learning about peace and inclusion but can also reinforce messages of inequality and division. This article describes a thematic analysis of South Sudan's textbooks for pupils in Grade 4 social studies, English, and Christian Religious Education. The analysis uses the IREC framework that positions education as having multiple potential overlapping roles in relation to con? ict- victim, accomplice, and transformer- to show that the textbooks' content contains some motions toward social change, but more often passively reinforces the status quo. While peace and social acceptance of diversity and gender equality are sometimes explicitly promoted, there is an overarching emphasis on maintaining and accepting social norms without critically interrogating the social structures that can foster inequality and lead to con? ict. This analysis positions the textbooks primarily as accomplices to con? ict, with some movement toward transformation, across the themes of religion and ethnicity, governance, gender, and con? ict.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1