South Sudanese primary school textbooks: Transforming and reinforcing conflict.

Autor/inn/en	Vanner, Catherine; Levi, Thursica Kovinthan; Akseer, Spogmai
Titel	South Sudanese primary school textbooks: Transforming and reinforcing conflict.
Quelle	In: Prospects : quarterly review of comparative education, 48 (2020) 3/4, S. 193-213 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 210-212
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1573-9090
DOI	10.1007/s11125-019-09452-2
Schlagwörter	Grundschule; Schulbuch; Sudan
Abstract	Primary school textbooks can provide space for learning about peace and inclu-sion 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, Eng-lish, and Christian Religious Education. The analysis uses a conceptual framework that positions education as having multiple potential overlapping roles in relation to conflict-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 pro-moted, there is an overarching emphasis on maintaining and accepting social norms with-out critically interrogating the social structures that can foster inequality and lead to con-flict. This analysis positions the textbooks primarily as accomplices to conflict, with some movement toward transformation, across the themes of religion and ethnicity, governance, gender, and conflict.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2021/2