"I Do Not Have the Means to Speak:" Educating Youth for Citizenship in Post-Conflict Liberia

Autor/in	Quaynor, Laura
Titel	"I Do Not Have the Means to Speak:" Educating Youth for Citizenship in Post-Conflict Liberia
Quelle	In: Journal of Peace Education, 12 (2015) 1, S.15-36 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740 0201
DOI	10.1080/17400201.2014.931277
Schlagwörter	Foreign Countries; Conflict; Social Change; Citizenship Education; Youth Opportunities; Youth Programs; Peace; Curriculum Implementation; Grade 8; Civics; Educational Environment; Personal Narratives; Controversial Issues (Course Content); Case Studies; Classroom Environment; Political Power; Political Attitudes; Advocacy; Antisocial Behavior; Civil Rights; Citizenship Responsibility; Government Role; Context Effect; Educational Practices; Discussion (Teaching Technique); Disadvantaged Environment; Liberia + Suchen Sie Ihr Suchwort? Ausland; Konflikt; Sozialer Wandel; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Jugendsofortprogramm; Frieden; School year 08; 8. Schuljahr; Schuljahr 08; Staatsbürgerkunde; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Erlebniserzählung; Controversial issues; Kontroverse; Case study; Fallstudie; Case Study; Klassenklima; Unterrichtsklima; Politische Macht; Political attitude; Politische Einstellung; Sozialanwaltschaft; Bürgerrechte; Grundrechte; Zivilrecht; Bildungspraxis
Abstract	Although policymakers stress the importance of education in promoting peace, little research examines the ways that schools prepare students affected by conflict to participate in the restoration of peace in their political community. Post-conflict societies experience severe challenges in strengthening political processes and social cohesion. This paper discusses citizenship education at a school run by a non-governmental organization near Monrovia, Liberia, examining the implemented curriculum in an 8th grade civics classroom. The paper details the ways that young people expressed civic critiques within the classroom, and provides a counterstory to narratives of harsh and violent educational environments in the region. This classroom was a space where students and their teacher engaged in talk about contentious issues: students discussed corruption and injustice, and highlighted the relationship between economic and political power. I argue that if the goal of education is to produce engaged, effective citizens, teachers should have pedagogic support to confront the differences between the implemented curriculum and students' lived experiences. Peace education in such contexts must include equipping students to seek justice. Furthermore, because possibilities for civic education are embedded in students' local and national contexts, current global civic education initiatives must be adaptive to local realities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01