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What does it mean to educate for peace after witnessing one’s community being devastated by war? And what impact, if any, does educating for peace have amidst the complexity of post-war reconstruction? To explore these questions, a phenomenological study was conducted in Bosnia and Herzegovina in 2012 with eight ethnically diverse educators who participated in a programme of Education for Peace (EFP) which began a decade earlier in the cities of Sarajevo, Mostar, Banja Luka and Zenica. Through semi-structured interviews, the study (1) explores meanings and experiences associated by participants with their role as post-conflict peace educators, (2) examines the extent and limits of their sense of peacebuilding agency and (3) elicits evaluations of the longer term impacts of educating for peace in the Bosnian context. The study finds that meanings associated with educating for peace are nuanced by educators’ personal histories of conflict, professional identities and the country’s wider socio-political dynamics. Benefits, risks and challenges stemming from peace education engagement are found in four domains (personal, social, educational and political). Conclusions recommend greater focus to the subjectivities of teachers in conflict-affected contexts as a key site for evaluating peacebuilding impact, for revising theories of change and improving planning and provision.
Sara Clarke-Habibi (Fri,) studied this question.