Children's Conceptions of Peace in Two Ugandan Primary Schools: Insights for Peace Curriculum

Autor/inn/en	Kagaari, James; Nakasiita, Kirabo; Ntare, Edward; Atuhaire, Richard; Baguwemu, Ali; Ojok, Gerald; Okumu, Auma S.; Kaahwa, Goretti; Byamugisha, Gastone; Semakula, Paul; Namusoke, Jane; Mayengo, Nathan; Dennis, Barbara; Thompson, Chalmer E.
Titel	Children's Conceptions of Peace in Two Ugandan Primary Schools: Insights for Peace Curriculum
Quelle	In: Research in Comparative and International Education, 12 (2017) 1, S.9-25 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499917698299
Schlagwörter	Foreign Countries; Childhood Attitudes; Elementary School Students; Student Attitudes; Peace; Curriculum Development; Conflict; War; Focus Groups; Semi Structured Interviews; Social Justice; Well Being; Barriers; Interpersonal Relationship; Peer Mediation; Help Seeking; Sharing Behavior; Group Unity; Qualitative Research; Uganda + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Frieden; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Konflikt; Krieg; Soziale Gerechtigkeit; Well-being; Wellness; Wohlbefinden; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Peer Group; Mediation; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Gruppenidentität; Qualitative Forschung
Abstract	Oppenheimer urged communities all over the world to study how children come to understand peace, conflict, and war. Set in various countries, their review of studies, as well as more recent examinations reveal trends in how children view these phenomena, often differing by gender, age, and extent to which they were exposed to highly dangerous and traumatizing situations, like being forced to be child soldiers or sex slaves. No such research has been published in the contemporary post-war Uganda context. Using focus group methodology, we asked: How might Ugandan primary school children's stories about peace (traditional and otherwise) help them navigate conflict? What sorts of conflicts do these children observe in their home, school, and community, and how do they describe peace as being resolved by themselves or others? The purpose of our study was to contribute to the knowledge base on peace education in Uganda and to ultimately develop written materials that students can use as part of their learning in their respective schools. Local studies like this one are relevant to the global situation because racial and economic conditions are global phenomena. The local manifestations can speak to those racial and economic conditions as perspectives not often used to put the global situation in relief. This paper explores the findings related to the children's overarching conceptions of peace and their ideas of peacebuilding, including activities that both hinder and encourage peace. The voices of the children speak strongly of the connection between peace and access to basic necessities in the community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01