This dissertation assesses the influence of international standards and guidance on peace education on education policy and practice at the national and local levels in a fragile state. It also explores the critical factors that affect this influence—or the lack thereof. Utilizing a vertical case study approach that draws comparisons across multiple levels, this research examines the case of Afghanistan from 2002 to 2015. The author explored the origins and content of these recommendations at the global level, investigated their influence at the national level, and assessed what then is implemented at the local level through the work of a local non-governmental organization (NGO).
While there has been a growing presence of peace education in international recommendations and instruments promulgated by the United Nations, this study demonstrates how challenging it is for the international community to coordinate and harmonize its discourse on peace education—let alone to influence significantly a fragile state’s national education policy and practice. The international community’s recommendations on peace education had only a limited influence on the Afghan government’s education policy and practice. At the local level, the global recommendations did influence the work of a local Afghan NGO, Help the Afghan Children, and its peace education program launched in 2002. The success of this program has triggered the interest of the Ministry in developing and testing a national school-based peace education curriculum that could be taught in all government schools in the country. However, the lack of resources and political will represent a great obstacle for the program to be scaled up at the national level. Overall, this vertical study underlined different potentials for the integration of peace education in schools at the national versus the local level.
As a critical case, Afghanistan provided sufficient positive conditions to implement some global recommendations on peace education, despite the complexity of the local context. The critical factors that explain the limits of this influence are not specific to Afghanistan and can be found in other fragile states. If they are not addressed, the international community will face similar obstacles to the integration of peace education in other fragile states.
|Advisor:||Babbitt, Eileen F.|
|Commitee:||Bajaj, Monisha, Johnstone, Ian|
|School:||Fletcher School of Law and Diplomacy (Tufts University)|
|Department:||Diplomacy, History, and Politics|
|School Location:||United States -- Massachusetts|
|Source:||DAI-A 78/06(E), Dissertation Abstracts International|
|Subjects:||Education, Peace Studies, International Relations|
|Keywords:||Afghanistan, Fragile states, Global education policy, National curriculum, Peace education, United Nations|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be