Primary Schooling as Protective and Endangering: The Case of Education in War-Affected Gulu District

<p>The changing nature of armed conflict in the 21^st century, marked by indiscriminate targeting of civilians, poses severe challenges for the continuation of teaching and learning in war-affected countries. Conflict may affect schooling directly through attacks on students, teachers, and schools, as well as indirectly by affecting individuals' livelihoods, the state's capacity to deliver services, and refugee flows. Further, schools may reflect conflict and violence through oppressive or divisive linguistic policies or curricula, the use of corporal punishment, and sexual violence against students. However, the existing empirical research on the nexus between education and conflict, by focusing on indicators of participation, does not adequately reflect the magnitude of the problem. Through an analysis of education indicators on progression and completion in Sub-Saharan Africa and a case study of primary schooling in Gulu District in Northern Uganda, this study explores the patterns and mechanisms which characterize and link education and conflict.</p>

Name thesis:degree_name

M.A.

Level thesis:degree_level

Masters Thesis

Year dc:date.available

2014

Author dc:creator

• Gates, Sarah

Contributors dc:contributor

• Timothy Sisk, Ph.D.
• P. Bruce Uhrmacher
• Devin Joshi

• Education and conflict
• Gulu District
• Northern Uganda
• Primary schooling
• Sub-Saharan Africa
• Education
• International Relations

Statement dc:rights

• <p>Copyright is held by the author. User is responsible for all copyright compliance.</p>

Language dc:language

en

Repository record dc:identifier

https://digitalcommons.du.edu/etd/232

OAI identifier oai:identifier

oai:digitalcommons.du.edu:etd-1231