Peace education as peace building initiative in ethnic conflicts: the case of Kakuma refugee camp, Kenya, 1994-2014.
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Date
2017
Authors
Omondi, Erick Peter
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Peace Education is steadily emerging as a peace building initiative in the world today. The
United Nations High Commission for refugees (UNHCR) has adopted and introduced it for
conflict resolution in refugee Camps referring to it as suitable for behavior change. However, the
fundamental question is whether empirical tests can ascertain its success in achieving the
objective of conflict resolution in refugee camps. Available researches indicate that Peace
Education helps to equip refugees with conflict resolution skills mainly because of its integrative
themes but do not explicitly demonstrate that peace has been achieved due to its implementation
in Kakuma refugee camp. The themes of peace education are environmental education, conflict
resolution education, human rights and democracy education, formal education and human
security education. The rationale of the study was to assess how peace education positively
transforms inter-ethnic conflicts among Kakuma refugees in a bid to establish its success in
sustainability of peace. This study was based in Kakuma Refugee Camp due to its long
experience with implementation of Peace Education Program (PEP)which has lasted for two
decades. The period of study is from 1994 to 2014. Limitations of study were addressed by
recruitment of suitable research assistants. The study is justified by the fact that the success of
peace education in Kakuma Refugee Camp is not substantially documented yet it has been
implemented. There is also a conspicuous lack of literature analyzing how peace education
tackles inter-ethnic conflicts in Kakuma refugee camp. Social learning theory is applied as the
lead theory. It explores ethnic identity as a social learning activity. The theory also ushers Peace
Education as a social learning process and therefore serves both cause and effect variables. The
conceptual framework demonstrates the trajectory of how Peace Education reduces ethnic
conflicts. Religious activities within the camp are intervening variable in inter-ethnic conflict
resolution due to their stress on ethical life among adherents. The research used a descriptive
design. It applied Qualitative and Quantitative methods. Data collection included both primary
and secondary sources. The sample was randomly stratified and purposively snowballed. The
sample size was 150 respondents sampled from all the units of the study population. Findings
were analyzed by coding and transcriptions. The findings are presented by reports, charts, tables
and diagrams.
Description
A research project submitted to the school of security, diplomacy and peace studies in partial fulfilment of the requirements for the award of the degree of Master of Arts in peace and conflict of
kenyatta university November, 2017