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dc.contributor.advisorMcMahon, Dennis
dc.contributor.authorMcCravy, Samuel T.
dc.date.accessioned2022-07-28T11:17:56Z
dc.date.available2022-07-28T11:17:56Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/10454/19081
dc.description.abstractThis 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.en_US
dc.description.sponsorshipPeace Institute of Cambodiaen_US
dc.language.isoenen_US
dc.rights<a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" /></a><br />The University of Bradford theses are licenced under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Licence</a>.eng
dc.subjectPeace educationen_US
dc.subjectConflict transformationen_US
dc.subjectCambodiaen_US
dc.subjectTranspectionen_US
dc.subjectYouthen_US
dc.subjectPeacebuildingen_US
dc.subjectCritical realismen_US
dc.titleA 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 Cambodiaen_US
dc.type.qualificationleveldoctoralen_US
dc.publisher.institutionUniversity of Bradfordeng
dc.publisher.departmentDivision of Peace Studies and International Development, Faculty of Social Sciencesen_US
dc.typeThesiseng
dc.type.qualificationnamePhDen_US
dc.date.awarded2017
refterms.dateFOA2022-07-28T11:17:56Z


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