Scholarlink

Using textual discourse analysis and word frequency analysis, this article examines the roles that International Organizations (IOs) play in addressing peace education and conflict resolution through 26 education programs implemented in Cameroon and Nigeria. The study adopts a mixed-methods approach, analyzing IOs’ education programs from UNESCO, UNICEF, and the World Bank for the period 2005–2024. I compare the educational agendas of major IOs in these neighboring countries, which are grappling with violent conflicts. I argue that IOs are approaching education in conflicts as band-aid providers. Embedded in a critical cultural political economy (CCPE) framework, I aim to understand the relevance of IO support and agendas in light of the similar local needs in these conflict-affected contexts. I find that the programs developed in these countries are focused on responding to the crisis by providing access to education in regions impacted by the conflicts, rather than focusing on conflict resolution.

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

Educational Programs of International Organizations in Conflict-Affected Cameroon and Nigeria: Band-Aids or Problem Solvers?

  • 章节

  • 出版模式：

    开放获取

  • 发表日期：

    2026年

查看全文
  • Camille Fabo

摘要

Using textual discourse analysis and word frequency analysis, this article examines the roles that International Organizations (IOs) play in addressing peace education and conflict resolution through 26 education programs implemented in Cameroon and Nigeria. The study adopts a mixed-methods approach, analyzing IOs’ education programs from UNESCO, UNICEF, and the World Bank for the period 2005–2024. I compare the educational agendas of major IOs in these neighboring countries, which are grappling with violent conflicts. I argue that IOs are approaching education in conflicts as band-aid providers. Embedded in a critical cultural political economy (CCPE) framework, I aim to understand the relevance of IO support and agendas in light of the similar local needs in these conflict-affected contexts. I find that the programs developed in these countries are focused on responding to the crisis by providing access to education in regions impacted by the conflicts, rather than focusing on conflict resolution.