{"id":{"repo_id":"northampton","oai_identifier":"oai:pure.atira.dk:studenttheses/595a0767-2552-49fc-a957-1515f44aff17"},"canonical_url":"https://search.dev.ndltd.org/etd/northampton/oai:pure.atira.dk:studenttheses/595a0767-2552-49fc-a957-1515f44aff17","repository":{"repo_id":"northampton","name":"University of Northampton","base_url":"https://pure.northampton.ac.uk/ws/oai"},"display":{"title":"UK Somali Diaspora Perspectives on Peace Education as means of Conflict Resolution on the National Reconciliation Process in Somalia: An Exploratory Case Study","abstract":"This thesis is based on research that investigated the role of peace education in conflict resolution in a clan-based conflict context. An exploratory case study was conducted by focusing on the perspectives of the Somali diaspora in the UK. Data was collected from two groups of participants through in-depth semi-structured interviews with nine Somali teachers and eight traditional peacemakers who are based in the UK.<br/> <br/>Thematic analysis was conducted in this study. The findings reveal that the absence of a unified national curriculum and the use of different curricula with various political and ideological underpinnings have exacerbated the intractable nature of the Somali conflict and have complicated the prospect of national reconciliation, as well as the efforts to build a nation-state for a unified Somalia. This thesis also uncovered theoretical and practical barriers to peace education implementation in Somalia including, the absence of a unified national curriculum, decentralisation of the education system, as well as lack of tailored teacher training on behaviour management and student-centred approaches to learning and the use of corporal punishment practices as a means of behaviour management.<br/><br/>Findings indicate that peace education educators in Somalia lack tailored training on how to deliver peace education contents in a clan conflict context and the complex nature of politicised historical narratives. The analyses indicate that peace education contents needs to be localised and incorporate the local Somali values and norms so that it achieves wider legitimacy in eyes of the Somali people. Based on the findings, the thesis includes recommendations for a greater cooperation between the Somali federal government and member states, NGOs, civil society groups, educators, and the international community to achieve the potential of peace education in creating an enabling environment for peace to flourish. Although the scope of this study is limited in terms participants only living in the UK, the geographic distance gave the participants more time for reflection and a greater access to varied perspectives living in the diaspora. The participants have provided deeper insights into the Somali conflict, which have potential to inform policy and practice regarding peace education implementation in Somalia.","abstract_html":"This thesis is based on research that investigated the role of peace education in conflict resolution in a clan-based conflict context. An exploratory case study was conducted by focusing on the perspectives of the Somali diaspora in the UK. Data was collected from two groups of participants through in-depth semi-structured interviews with nine Somali teachers and eight traditional peacemakers who are based in the UK.&lt;br/&gt; &lt;br/&gt;Thematic analysis was conducted in this study. The findings reveal that the absence of a unified national curriculum and the use of different curricula with various political and ideological underpinnings have exacerbated the intractable nature of the Somali conflict and have complicated the prospect of national reconciliation, as well as the efforts to build a nation-state for a unified Somalia. This thesis also uncovered theoretical and practical barriers to peace education implementation in Somalia including, the absence of a unified national curriculum, decentralisation of the education system, as well as lack of tailored teacher training on behaviour management and student-centred approaches to learning and the use of corporal punishment practices as a means of behaviour management.&lt;br/&gt;&lt;br/&gt;Findings indicate that peace education educators in Somalia lack tailored training on how to deliver peace education contents in a clan conflict context and the complex nature of politicised historical narratives. The analyses indicate that peace education contents needs to be localised and incorporate the local Somali values and norms so that it achieves wider legitimacy in eyes of the Somali people. Based on the findings, the thesis includes recommendations for a greater cooperation between the Somali federal government and member states, NGOs, civil society groups, educators, and the international community to achieve the potential of peace education in creating an enabling environment for peace to flourish. Although the scope of this study is limited in terms participants only living in the UK, the geographic distance gave the participants more time for reflection and a greater access to varied perspectives living in the diaspora. The participants have provided deeper insights into the Somali conflict, which have potential to inform policy and practice regarding peace education implementation in Somalia.","abstract_has_math":false,"creators":["Moalin, Yahya"],"institution":"University of Northampton","degree_name":"Doctoral Thesis","degree_level":"Student thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Murray, Jane Margaret","Thomas, Emel Emily"],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-7","date_published":"2020-7","updated_at":"2026-07-24T03:26:52Z","subjects":["peace","education","reconciliation","Somalia","Somali perspectives","Somali diaspora","Somali teachers","peace education","local means","conflict resolution","traditional elders"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:pure.atira.dk:studenttheses/595a0767-2552-49fc-a957-1515f44aff17"],"render_values":[{"text":"oai:pure.atira.dk:studenttheses/595a0767-2552-49fc-a957-1515f44aff17","href":null,"code":true}]}]},"links":{"outbound_url":"https://pure.northampton.ac.uk/en/studentTheses/595a0767-2552-49fc-a957-1515f44aff17","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Murray, Jane Margaret","Thomas, Emel Emily"]},{"key":"dc:creator","label":"Author","values":["Moalin, Yahya"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2020-7"]},{"key":"dc:date.issued","label":"Date","values":["2020-7"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Graduate School"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Northampton"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://pure.northampton.ac.uk/en/studentTheses/595a0767-2552-49fc-a957-1515f44aff17"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Student thesis"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["Doctoral Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["peace","education","reconciliation","Somalia","Somali perspectives","Somali diaspora","Somali teachers","peace education","local means","conflict resolution","traditional elders"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights.embargodate","label":"Dc Rights Embargodate","values":["2021-07-01"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:pure.atira.dk:studenttheses/595a0767-2552-49fc-a957-1515f44aff17","https://pure.northampton.ac.uk/en/studentTheses/595a0767-2552-49fc-a957-1515f44aff17"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://pure.northampton.ac.uk/files/15436002/Moalin_Yahya_2020_UK_Somali_Diaspora_Perspectives_on_Peace_Education_as_means_of_Conflict_Resolution_on_the_National_Reconciliation_Process_in_Somalia.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis is based on research that investigated the role of peace education in conflict resolution in a clan-based conflict context. An exploratory case study was conducted by focusing on the perspectives of the Somali diaspora in the UK. Data was collected from two groups of participants through in-depth semi-structured interviews with nine Somali teachers and eight traditional peacemakers who are based in the UK.<br/> <br/>Thematic analysis was conducted in this study. The findings reveal that the absence of a unified national curriculum and the use of different curricula with various political and ideological underpinnings have exacerbated the intractable nature of the Somali conflict and have complicated the prospect of national reconciliation, as well as the efforts to build a nation-state for a unified Somalia. This thesis also uncovered theoretical and practical barriers to peace education implementation in Somalia including, the absence of a unified national curriculum, decentralisation of the education system, as well as lack of tailored teacher training on behaviour management and student-centred approaches to learning and the use of corporal punishment practices as a means of behaviour management.<br/><br/>Findings indicate that peace education educators in Somalia lack tailored training on how to deliver peace education contents in a clan conflict context and the complex nature of politicised historical narratives. The analyses indicate that peace education contents needs to be localised and incorporate the local Somali values and norms so that it achieves wider legitimacy in eyes of the Somali people. Based on the findings, the thesis includes recommendations for a greater cooperation between the Somali federal government and member states, NGOs, civil society groups, educators, and the international community to achieve the potential of peace education in creating an enabling environment for peace to flourish. Although the scope of this study is limited in terms participants only living in the UK, the geographic distance gave the participants more time for reflection and a greater access to varied perspectives living in the diaspora. The participants have provided deeper insights into the Somali conflict, which have potential to inform policy and practice regarding peace education implementation in Somalia."]},{"key":"dc:title","label":"Title","values":["UK Somali Diaspora Perspectives on Peace Education as means of Conflict Resolution on the National Reconciliation Process in Somalia: An Exploratory Case Study"]}]}],"canonical_facts":{"dc:contributor.advisor":["Murray, Jane Margaret","Thomas, Emel Emily"],"dc:creator":["Moalin, Yahya"],"dc:date":["2020-7"],"dc:date.issued":["2020-7"],"dc:description.abstract":["This thesis is based on research that investigated the role of peace education in conflict resolution in a clan-based conflict context. An exploratory case study was conducted by focusing on the perspectives of the Somali diaspora in the UK. Data was collected from two groups of participants through in-depth semi-structured interviews with nine Somali teachers and eight traditional peacemakers who are based in the UK.<br/> <br/>Thematic analysis was conducted in this study. The findings reveal that the absence of a unified national curriculum and the use of different curricula with various political and ideological underpinnings have exacerbated the intractable nature of the Somali conflict and have complicated the prospect of national reconciliation, as well as the efforts to build a nation-state for a unified Somalia. This thesis also uncovered theoretical and practical barriers to peace education implementation in Somalia including, the absence of a unified national curriculum, decentralisation of the education system, as well as lack of tailored teacher training on behaviour management and student-centred approaches to learning and the use of corporal punishment practices as a means of behaviour management.<br/><br/>Findings indicate that peace education educators in Somalia lack tailored training on how to deliver peace education contents in a clan conflict context and the complex nature of politicised historical narratives. The analyses indicate that peace education contents needs to be localised and incorporate the local Somali values and norms so that it achieves wider legitimacy in eyes of the Somali people. Based on the findings, the thesis includes recommendations for a greater cooperation between the Somali federal government and member states, NGOs, civil society groups, educators, and the international community to achieve the potential of peace education in creating an enabling environment for peace to flourish. Although the scope of this study is limited in terms participants only living in the UK, the geographic distance gave the participants more time for reflection and a greater access to varied perspectives living in the diaspora. The participants have provided deeper insights into the Somali conflict, which have potential to inform policy and practice regarding peace education implementation in Somalia."],"dc:identifier":["oai:pure.atira.dk:studenttheses/595a0767-2552-49fc-a957-1515f44aff17","https://pure.northampton.ac.uk/en/studentTheses/595a0767-2552-49fc-a957-1515f44aff17"],"dc:identifier.uri":["https://pure.northampton.ac.uk/files/15436002/Moalin_Yahya_2020_UK_Somali_Diaspora_Perspectives_on_Peace_Education_as_means_of_Conflict_Resolution_on_the_National_Reconciliation_Process_in_Somalia.pdf"],"dc:language":["eng"],"dc:publisher.department":["Graduate School"],"dc:publisher.institution":["University of Northampton"],"dc:relation.isreferencedby":["https://pure.northampton.ac.uk/en/studentTheses/595a0767-2552-49fc-a957-1515f44aff17"],"dc:rights.embargodate":["2021-07-01"],"dc:subject":["peace","education","reconciliation","Somalia","Somali perspectives","Somali diaspora","Somali teachers","peace education","local means","conflict resolution","traditional elders"],"dc:title":["UK Somali Diaspora Perspectives on Peace Education as means of Conflict Resolution on the National Reconciliation Process in Somalia: An Exploratory Case Study"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["Student thesis"],"dc:type.qualificationname":["Doctoral Thesis"]},"updated_at":"2026-07-24T03:26:52Z"}