AbstractThis thesis is based on research that investigated the role of peace education in conflict resolution in a clan-based conflict context. An exploratory case study was conducted by focusing on the perspectives of the Somali diaspora in the UK. Data was collected from two groups of participants through in-depth semi-structured interviews with nine Somali teachers and eight traditional peacemakers who are based in the UK.
Thematic analysis was conducted in this study. The findings reveal that the absence of a unified national curriculum and the use of different curricula with various political and ideological underpinnings have exacerbated the intractable nature of the Somali conflict and have complicated the prospect of national reconciliation, as well as the efforts to build a nation-state for a unified Somalia. This thesis also uncovered theoretical and practical barriers to peace education implementation in Somalia including, the absence of a unified national curriculum, decentralisation of the education system, as well as lack of tailored teacher training on behaviour management and student-centred approaches to learning and the use of corporal punishment practices as a means of behaviour management.
Findings indicate that peace education educators in Somalia lack tailored training on how to deliver peace education contents in a clan conflict context and the complex nature of politicised historical narratives. The analyses indicate that peace education contents needs to be localised and incorporate the local Somali values and norms so that it achieves wider legitimacy in eyes of the Somali people. Based on the findings, the thesis includes recommendations for a greater cooperation between the Somali federal government and member states, NGOs, civil society groups, educators, and the international community to achieve the potential of peace education in creating an enabling environment for peace to flourish. Although the scope of this study is limited in terms participants only living in the UK, the geographic distance gave the participants more time for reflection and a greater access to varied perspectives living in the diaspora. The participants have provided deeper insights into the Somali conflict, which have potential to inform policy and practice regarding peace education implementation in Somalia.
|Date of Award||Jul 2020|
|Supervisor||Jane Murray (Supervisor) & Emel Thomas (Supervisor)|
- Somali perspectives
- Somali diaspora
- Somali teachers
- peace education
- local means
- conflict resolution
- traditional elders