Culturally responsive peacebuilding pedagogy: a case study of Fambul Tok Peace Clubs in conflict-affected Sierre Leone. Issue 2 (3rd April 2019)

• Record Type: Journal Article
• Authors: Higgins, Sean
• Is Part Of: International studies in sociology of education. Volume 28:Issue 2(2019)
• Page Start: 127
• Page End: 145
• Publication Date: 2019-04-03
• Subjects: Culture -- indigenous -- Sierra Leone -- pedagogy -- peacebuilding -- de Sousa Santos; Educational sociology -- Periodicals; 306.43
• DOI: 10.1080/09620214.2019.1580602
• Languages: English
• ISSNs: 0962-0214

Abstract

ABSTRACT: Recent research on the peace-promoting agency of teachers in conflict-affected contexts has critiqued the dominance of a menu of curriculum initiatives circulated within aid organizations which ignore or dismiss indigenous cultural resources available within local communities. On the other hand, the turn to local culture in peacebuilding interventions has also been critiqued for idealizing the local. This paper presents a case study of the work of Fambul Tok Peace Clubs in conflict-affected Sierra Leone which aim to support teachers in drawing on local practices, rituals and symbols. Using an interpretative approach, alert to the meanings teachers ascribe to their pedagogical practices, it finds that teachers respond to local culture in multiple, sometimes contradictory ways. These range from celebration of indigenous practices as resources for conflict resolution that resonate with their pupils and communities to critique of their oppressive gender norms and inability to address structural drivers of conflict.