A series of case studies was conducted as part of a synthesis report commissioned by INEE, UNESCO and IFRC through the Geneva Global Hub for Education in Emergencies (EiE Hub) with support and co-funding from the PEER Network and was written by eight authors sharing their own views.
These case studies demonstrate some form of peacebuilding education that fits within the injustice framework which focuses on three intersecting injustices – structural and historical injustice; epistemic injustice; and neo-colonial injustice – in an ‘injustices model.’
This case study represents one example of an initiative in response to the work of the Colombian Truth Commission (CTC) and the recommendations it made for the deeper structural changes the country requires in moving forward in peace, both acknowledging the past whilst looking to the possibilities of the future.
This case study presents the project ‘Contributions to a culturally inclusive school education that fosters democracy and respect for human rights in post-conflict rural areas in Ayacucho and Huánuco’ and was commissioned to explore promising practices in peacebuilding education.
This case study presents the project ‘Lafiya Sarari programme’ and was commissioned to explore promising practices in peacebuilding education.
This case study presents the project ‘The Violence-Free Schools (VFS) initiative’ and was commissioned to explore promising practices in peacebuilding education.
This case study presents the project ‘The Aga Khan Humanities Project (AKHP)’ and was commissioned to explore promising practices in peacebuilding education.
This case study presents the project the ‘Mobile bus museum and oral history collection programme of the liberation war museum’ and was commissioned to explore promising practices in peacebuilding education.