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- W2766197092 abstract "Since the turn of the twenty-first century, the global education community has focused significant attention on the promotion of education in fragile and conflict-affected contexts, embodied in the growth of a new sub-field called Education in Emergencies. This article points out the surprising distinction of this new sub-field from the more established and closely related field of peace education. It examines United Nations Educational, Scientific and Cultural Organization (UNESCO) documents for insight into the changing global ideas that have facilitated the shift in focus from peace to conflict. Empirically, we draw on a quantitative content analysis of more than 450 UNESCO documents published between 1945 and 2015. We find that education for peace remains a constant, if evolving, concern in these texts, but that a powerful emphasis on individual rights has shifted the discursive focus away from inter-state relations and towards the educational needs of young people. In the documents, conflict is now theorised as a threat to education and peace is re-envisioned not just as the desirable outcome of education, but also as its pre-condition. We show how this ideational transformation has re-cast an expansive array of conflicts, natural disasters, and other emergencies as threats to education." @default.
- W2766197092 created "2017-11-10" @default.
- W2766197092 creator A5023465577 @default.
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- W2766197092 date "2017-10-18" @default.
- W2766197092 modified "2023-10-03" @default.
- W2766197092 title "From education for peace to education in conflict: changes in UNESCO discourse, 1945–2015" @default.
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- W2766197092 doi "https://doi.org/10.1080/14767724.2017.1387769" @default.
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