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    A critical inquiry into the nature and promise of peace education in Cambodia. Using transpection to examine the theory and praxis, context, transformative potential, and possible model of peace education in Cambodia

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    PhD Thesis (2.850Mb)
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    Publication date
    2017
    Author
    McCravy, Samuel T.
    Supervisor
    McMahon, Dennis
    Keyword
    Peace education
    Conflict transformation
    Cambodia
    Transpection
    Youth
    Peacebuilding
    Critical realism
    Rights
    Creative Commons License
    The University of Bradford theses are licenced under a Creative Commons Licence.
    Institution
    University of Bradford
    Department
    Division of Peace Studies and International Development, Faculty of Social Sciences
    Awarded
    2017
    
    Metadata
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    Abstract
    This thesis is a comparative case study which investigates both formal and nonformal peace education initiatives and situates them within the socio-political, cultural, and economic landscape of Cambodia. The research employs a participatory methodology with reflection and learning as key process components. Cambodian youth [ages 11 to 15] are the primary research subjects, and Cambodian youth [ages 18-25] are the co-researchers in this inquiry. Joint cooperation with local non-governmental organisations as the key stakeholders in this research ensure that the outcomes and findings are useful for praxis as well. Based in the ontology and epistemology of critical realism, the research investigates the practice of peace education in Cambodia. It posits the need for transpection as an analytical framework and a pedagogy which comprises retrospection [looking into the past], introspection [looking inward], extrospection [looking outward] and prospection [looking to the future]. The research describes the contextual factors that (dis)enable the practice of peace education and analyses the ways in which peace education contributes to conflict transformation at the personal, relational, structural, and cultural levels. The thesis argues that peace education in Cambodia makes a deeper impression on personal and relational conflict, but that via transformative agency and through the lens of both feminist discourse, can also make a contribution to cultural and structural conflict transformation as well. Peace education is effective insofar as it operates within an enabling environment where contexts align with mechanisms to catalyse positive change. The thesis proposes that critical peace education in Cambodia should be given greater attention and enfolded symbiotically into ongoing peacebuilding initiatives. Lastly, the model of peace education for Cambodia should be locally owned, focussed on modelling, hybrid (i.e. formal and non-formal), and transpective. That is, peace education should include study of the past, deep self-understanding, critical awareness and perspective taking, and futures thinking.
    URI
    http://hdl.handle.net/10454/19081
    Type
    Thesis
    Qualification name
    PhD
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    Theses

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