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dc.contributor.advisorPorto, Joao Gomes
dc.contributor.advisorPoku, Nana K.
dc.contributor.authorWachira, T.W.*
dc.date.accessioned2014-05-01T16:27:10Z
dc.date.available2014-05-01T16:27:10Z
dc.date.issued2014-05-01
dc.identifier.urihttp://hdl.handle.net/10454/6292
dc.description.abstractBased on the narratives of young people this research explores the rise in youth violence in Kenya¿s secondary school system and wider society and the potential for peacebuilding to address youth violence. Of particular concern is the gradual change in the profiles, patterns and intensity of the conflict, as evidenced by the increase in the number of youth militias. This increase is often attributed to unemployment and poverty ¿ yet, to date, no systematic research has been produced on the extent to which the youth participation in violence occurs through choice or coercion, or indeed both. Worryingly, a significant number of young people involved in this violence are secondary school students. The findings of this research indicate that despite responses to youth violence in the school and wider Kenyan society, the violence is unabated. Notably, approaches continue to be top-down, generic, superficial and ineffectual. By marginalising the narratives of the youth who participate in and/or observe the violence, current institutional policies and approaches are decontextualised - from both the particular and the wider Kenyan context. This leaves intact the root causes of the violence. This research raises important questions concerning generic, top-down, quick-fix, outmoded cultural paradigms, hierarchical and questionable homogeneous pedagogical approaches to peacebuilding in both the schools and wider Kenyan context. In attempt to address these deficiencies the research seeks to find out approaches to peacebuilding and the Kenyan education systems that can respond to youth violence. This research proffers three key dimensions that can be incorporated in order to ensure effective and sustainable peace: experiences, worldviews and attitudes of the actors. The research, which utilises a constructivist grounded theory approach (Charmaz, 2006), was conducted in fourteen secondary schools in Nairobi and the Rift Valley provinces ¿ two provinces that have been at the centre of youth violence and militia activities. These provinces were also selected in order to reflect the multi-cultural and multi-ethnic character, and the different types of schools in Kenya.en_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.subjectYouthen_US
dc.subjectPeacebuildingen_US
dc.subjectKenyaen_US
dc.subjectEducationen_US
dc.subjectCultureen_US
dc.subjectViolenceen_US
dc.subjectConstructivist grounded theoryen_US
dc.subjectNarrativesen_US
dc.subjectSecondary schoolsen_US
dc.subjectMilitiaen_US
dc.subjectNairobien_US
dc.subjectRift Valley provincesen_US
dc.titleExploring violence through the narratives of youth in Kenyan secondary schools: Implications for reconceptualising peacebuildingen_US
dc.type.qualificationleveldoctoralen_US
dc.publisher.institutionUniversity of Bradfordeng
dc.publisher.departmentDepartment of Peace Studiesen_US
dc.typeThesiseng
dc.type.qualificationnamePhDen_US
dc.date.awarded2012
refterms.dateFOA2018-07-19T13:12:20Z


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