TY - BOOK ID - 46296011 TI - Schooling for Peaceful Development in Post-Conflict Societies : Education for Transformation? PY - 2019 SN - 3030176894 3030176886 PB - Cham : Springer International Publishing : Imprint: Palgrave Macmillan, DB - UniCat KW - Education KW - Aims and objectives. KW - Aims and objectives of education KW - Educational aims and objectives KW - Educational goals KW - Educational objectives KW - Educational purposes KW - Goals, Educational KW - Instructional objectives KW - Objectives, Educational KW - Purposes, Educational KW - Educational sociology KW - Schools. KW - Education and state. KW - Peace. KW - International and Comparative Education. KW - Educational Policy and Politics. KW - Schools and Schooling. KW - Sociology of Education. KW - Education Policy. KW - Peace Studies. KW - Coexistence, Peaceful KW - Peaceful coexistence KW - International relations KW - Disarmament KW - Peace-building KW - Security, International KW - War KW - Education policy KW - Educational policy KW - State and education KW - Social policy KW - Endowment of research KW - Public institutions KW - Public schools KW - Government policy KW - International education . KW - Comparative education. KW - Educational policy. KW - Educational sociology . KW - Education and sociology. KW - Education and sociology KW - Social problems in education KW - Society and education KW - Sociology, Educational KW - Sociology KW - Education, Comparative KW - Global education KW - Intellectual cooperation KW - Internationalism KW - Aims and objectives KW - History UR - https://www.unicat.be/uniCat?func=search&query=sysid:46296011 AB - This book explores how, and if, formal education affects peacebuilding in post-conflict societies. As schooling is often negatively implicated in violent conflict, the author highlights the widely expressed need to ‘build back better’ and ‘transform’ schooling by changing both its structures and processes, and its curriculum. Drawing upon research from a wide range of post-conflict developing societies including Cambodia, Colombia and Kenya, the author examines whether there is any empirical support for the idea that schooling can be transformed so it can contribute to more peaceful and democratic societies. In doing so, the author reveals how the ‘myth’ of building back better is perpetuated by academics and international organisations, and explains why formal education in post-conflict developing societies is so impervious to radical change. This important volume will appeal to students and scholars of education in post-conflict societies. ER -