Social Justice, Education and Peacebuilding: Conflict Transformation in Southern Thailand

Autor/in	Pherali, Tejendra
Titel	Social Justice, Education and Peacebuilding: Conflict Transformation in Southern Thailand
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 4, S.710-727 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pherali, Tejendra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.1951666
Schlagwörter	Social Justice; Peace; Conflict Resolution; Foreign Countries; Equal Education; Educational Quality; Teaching Methods; Guidelines; Social Theories; Power Structure; Social Isolation; Socialization; Political Attitudes; Educational Change; Social Differences; Disadvantaged; Cultural Differences; Treaties; Muslims; Indonesian Languages; Ethnic Groups; Geographic Regions; Thailand + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Frieden; Conflict solving; Konfliktlösung; Konfliktregelung; Ausland; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Gesellschaftstheorie; Soziale Isolation; Socialisation; Sozialisation; Political attitude; Politische Einstellung; Bildungsreform; Sozialer Unterschied; Kultureller Unterschied; Abkommen; Muslim; Muslimin; Indonesisch; Ethnie
Abstract	Education is increasingly becoming central to debates about how to promote peace in conflict-affected societies. Equitable access to quality learning, promotion of social justice through educational reforms and conflict-sensitive curricular and pedagogical approaches are viewed as peace supporting educational interventions. Drawing upon the existing body of literature in the area of education, conflict and peace in Southern Thailand and reflecting on Nancy Fraser's theory of social justice and applying the 4Rs framework, this paper provides a critical analysis of inequalities, cultural repression and epistemic domination through education. The paper argues that the 4Rs framework usefully exposes underlying structural tensions in education but does little to show avenues for rupturing unequal power relations and hegemonies that reproduce systems of domination and social exclusion at the macro level. The real hope, however, lies in the potential use of the 4Rs as a tool for grassroots political socialisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01