Several African countries have been marred by decades of war, violence and conflict. Despite concerted peacebuilding efforts they have struggled to find stable, durable pathways to peaceful societies. Peace education can play a critical role in engendering the knowledge, values, skills and attitudes required to prevent and reduce conflict but so far it has had limited effects. Part of the problem lies in the pedagogies and curricula that underpin peace education which, much like the wider peacebuilding project, are grounded in Eurocentric and liberal values, principles and methods. There have also been increasingly insistent, even violent, demands to decolonise the wider African curriculum but this has largely remained at the level of critique.
New materials generated within local communities and representative of their knowledges and values, including of peace, are yet to be embedded in teaching materials to support those most affected by conflict.
DEPA will address that gap. It addresses the question: What are the different knowledges and values underpinning peace and how can these practices be connected and compared across countries to create curriculum content and mode of delivery in informal and formal settings, Secondary and Higher Education (HE), in order to decolonise peace education?