Scholarlink

This study examines peacebuilding pedagogies to enhance peace and security in Africa, focusing on Cameroonian schools amid the Anglophone crisis. The crisis, marked by violent rebellion, has severely disrupted education and society (Egoh, A historical snapshot of the Anglophone impasse in Cameroon. Sumerianz Journal of Social Science, 3(2), 18–24, 2020). Drawing on Galtung’s, Freire’s, and Reardon’s frameworks, this research employs critical peace education theory, integrating decolonial perspectives. As Zembylas (Con-/divergences between postcolonial and critical peace education: Towards pedagogies of decolonization in peace education. Journal of Peace Education, 15(1), 1–23, 2018a) and Mbembe (Decolonizing the university: New directions. Arts and Humanities in Higher Education, 15(1), 29–45, 2016) argue, peace education in post-colonial contexts must incorporate subjugated knowledge from colonized peoples. Using a multiple case study approach, I conducted semi-structured interviews, observations, and document analysis in four Cameroonian schools. The logic of replication informed a cross-case analysis, leading to key recommendations: training teachers in peacebuilding and citizenship education, adopting pedagogies that foster student agency and human rights, and integrating traditional Cameroonian peacebuilding symbols into curricula. Findings indicate that the crisis stems from Cameroon’s historical mismanagement of political agreements between its English- and French-speaking regions. Marginalization and human rights violations mirror Freire’s (Pedagogy of the oppressed (30th anniversary ed). Continuum, 2000) concept of dehumanization. Additionally, violence from both government forces and separatists has created political, social, and economic instability. Peacebuilding through education can drive systemic change and reinforce sustainable peace efforts (Clarke-Habibi, Educating for intercultural dialogue, peacebuilding, constructive remembrance, and reconciliation: A toolkit for teachers in the Western Balkans, UNICEF Albania and RYCO, 2019). Effective peace education models for post-colonial African nations must integrate indigenous peacebuilding symbols and cultural knowledge. Inclusive dialogue is crucial to resolving the Anglophone crisis. As Freire (2000) asserts, dialogue is central to true liberation, fostering humanization in both leadership and resistance movements.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

A Critical Peacebuilding Pedagogy to Address the Consequences of Cameroon’s Anglophone Crisis on Education

  • 章节

  • 发表日期：

    2025年

查看全文
  • Thomas d’Aquin Mbatna Taiwe

摘要

This study examines peacebuilding pedagogies to enhance peace and security in Africa, focusing on Cameroonian schools amid the Anglophone crisis. The crisis, marked by violent rebellion, has severely disrupted education and society (Egoh, A historical snapshot of the Anglophone impasse in Cameroon. Sumerianz Journal of Social Science, 3(2), 18–24, 2020). Drawing on Galtung’s, Freire’s, and Reardon’s frameworks, this research employs critical peace education theory, integrating decolonial perspectives. As Zembylas (Con-/divergences between postcolonial and critical peace education: Towards pedagogies of decolonization in peace education. Journal of Peace Education, 15(1), 1–23, 2018a) and Mbembe (Decolonizing the university: New directions. Arts and Humanities in Higher Education, 15(1), 29–45, 2016) argue, peace education in post-colonial contexts must incorporate subjugated knowledge from colonized peoples. Using a multiple case study approach, I conducted semi-structured interviews, observations, and document analysis in four Cameroonian schools. The logic of replication informed a cross-case analysis, leading to key recommendations: training teachers in peacebuilding and citizenship education, adopting pedagogies that foster student agency and human rights, and integrating traditional Cameroonian peacebuilding symbols into curricula. Findings indicate that the crisis stems from Cameroon’s historical mismanagement of political agreements between its English- and French-speaking regions. Marginalization and human rights violations mirror Freire’s (Pedagogy of the oppressed (30th anniversary ed). Continuum, 2000) concept of dehumanization. Additionally, violence from both government forces and separatists has created political, social, and economic instability. Peacebuilding through education can drive systemic change and reinforce sustainable peace efforts (Clarke-Habibi, Educating for intercultural dialogue, peacebuilding, constructive remembrance, and reconciliation: A toolkit for teachers in the Western Balkans, UNICEF Albania and RYCO, 2019). Effective peace education models for post-colonial African nations must integrate indigenous peacebuilding symbols and cultural knowledge. Inclusive dialogue is crucial to resolving the Anglophone crisis. As Freire (2000) asserts, dialogue is central to true liberation, fostering humanization in both leadership and resistance movements.