Differentiated Meanings of Education in the Reintegration of Ex-Combatants in Colombia

Autor/inn/en	Arango, Maria Paulina; Zuilkowski, Stephanie
Titel	Differentiated Meanings of Education in the Reintegration of Ex-Combatants in Colombia
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 44 (2023) 4, S.509-521 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2021.2023099
Schlagwörter	Social Integration; War; Conflict Resolution; Armed Forces; Urban Areas; Transformative Learning; Comparative Analysis; Role of Education; Empowerment; Social Differences; Foreign Countries; Public Policy; Peace; Vocational Education; Personal Narratives; Access to Education; Poverty; Employment Opportunities; Educational Attainment; Moral Development; Moral Values; Colombia + Suchen Sie Ihr Suchwort? Soziale Integration; Krieg; Conflict solving; Konfliktlösung; Konfliktregelung; Military; Militär; Urban area; Stadtregion; Pädagogische Transformation; Bildungsauftrag; Sozialer Unterschied; Ausland; Öffentliche Ordnung; Frieden; Ausbildung; Berufsbildung; Erlebniserzählung; Education; Access; Bildung; Zugang; Bildungszugang; Armut; Berufschance; Beschäftigungschance; Bildungsabschluss; Bildungsgut; Moralische Entwicklung; Moral value; Ethischer Wert; Kolumbien
Abstract	With the purpose of ending wars, international organizations and governments promote reintegration projects that seek to transform combatants affiliated with illegal armed groups into citizens through education. The assumption behind these efforts is that through education, ex-combatants will become economically independent, overcome marginalization, experience personal transformations, and integrate into communities. This paper questions this optimistic narrative of education by highlighting the differentiated meanings of education for ex-combatants reintegrating in urban Colombia. Listening to the voices of ex-combatants who have engaged in technical and vocational education programs, this paper compares policy narratives with ex-combatants' narratives regarding the role of education in the reintegration process. The analysis reveals how for ex-combatants, education is a complex social practice that redistributes resources and contributes to positive psychosocial and empowerment transformations. At the same time, it is a process of insertion into an individualistic system and adaptation to unequal participation within the country's socio-economic hierarchy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01