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This book explores the ways that social movements are important and
overlooked laboratories of learning and sources of
knowledge-making, drawing on the findings from a collaborative
research project which took place in Turkey, Colombia, Nepal and
South Africa. It argues that social movements in the Global South,
struggling in some of the most complex and conflict-affected
contexts, can offer us exciting, innovative insights into the
myriad of ways that movements learn and produce knowledge as they
struggle for a better world. These movements advocate for
marginalised communities defending their basic rights to education,
health, housing, life, dignity and equal treatment before the law,
often fighting against state repression and violence. Learning from
the inspiring frontline, grassroots movements is at the heart of
the struggle for global social justice.
Increasing inequalities, political movements and violent extremism
across the world cause social and political instability in which
education is enormously implicated. Placed firmly in this wider
global context, this volume explores interactions between education
and armed conflict during the ‘People’s War’ (1996 – 2006)
in Nepal. Building upon theoretical concepts that deal with
multifarious links between education and conflict, Tejendra Pherali
provides a critical analysis of the contentious role of education
in the emergence of conflict, as well as the effects of violence on
education. Pherali engages with sociological and political theories
to analyse the emergence and expansion of armed rebellion and
discuss implications for peacebuilding and social transformation.
He argues that education in Nepal played a complicit role in the
conflict, primarily benefitting the traditionally privileged social
groups in the society and hence, perpetuating the existing
structural inequalities, which were the major causes of the
rebellion. Schools, trapped in the middle of the conflict between
the Maoists and the security forces, became a significant political
space that facilitated critical education, providing intellectual
strength to the violent rebellion. Exploring education after the
conflict, the author argues that the reconstruction should adopt a
‘conflict-sensitive’ approach to deal with issues concerning
educational inequity, social exclusion, and political hegemony of
the privileged social groups. The volume provides invaluable
insights into post-conflict opportunities and challenges for
educational reforms that align with inclusive democracy, social
justice and equitable development.
Increasing inequalities, political movements and violent extremism
across the world cause social and political instability in which
education is enormously implicated. Placed firmly in this wider
global context, this volume explores interactions between education
and armed conflict during the ‘People’s War’ (1996 – 2006)
in Nepal. Building upon theoretical concepts that deal with
multifarious links between education and conflict, Tejendra Pherali
provides a critical analysis of the contentious role of education
in the emergence of conflict, as well as the effects of violence on
education. Pherali engages with sociological and political theories
to analyse the emergence and expansion of armed rebellion and
discuss implications for peacebuilding and social transformation.
He argues that education in Nepal played a complicit role in the
conflict, primarily benefitting the traditionally privileged social
groups in the society and hence, perpetuating the existing
structural inequalities, which were the major causes of the
rebellion. Schools, trapped in the middle of the conflict between
the Maoists and the security forces, became a significant political
space that facilitated critical education, providing intellectual
strength to the violent rebellion. Exploring education after the
conflict, the author argues that the reconstruction should adopt a
‘conflict-sensitive’ approach to deal with issues concerning
educational inequity, social exclusion, and political hegemony of
the privileged social groups. The volume provides invaluable
insights into post-conflict opportunities and challenges for
educational reforms that align with inclusive democracy, social
justice and equitable development.
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