http://hdl.handle.net/2451/69858 2026-04-11T04:24:08Z 2026-04-11T04:24:08Z Pittman, Deanna http://hdl.handle.net/2451/69907 2023-12-17T18:34:40Z 2023-12-01T00:00:00Z

Title: Book Review: Youth-Led Social Movements and Peacebuilding in Africa edited by Ibrahim Bangura Authors: Pittman, Deanna Abstract: The contributing authors in Ibrahim Bangura’s edited volume, Youth-Led Social Movements and Peacebuilding in Africa, highlight young people’s struggles to effect social, economic, and political change across the continent, and the tendency of state authorities to suppress youth movements, often violently. In her review of the volume, Deanna Pittman extends Bangura’s analysis of African states’ “gerontocracy” to observe that feminist scholars have long noted the linkages among age- and gender-based exclusion in political processes and the patriarchy. Pittman reissues Bangura’s call to action for the EiE field: give young activists a platform and include them as essential stakeholders and participants in EiE decisionmaking. She concludes by remarking that consciousness-raising and learning happen in and through social movements themselves.

2023-12-01T00:00:00Z Komaragiri, Myuri http://hdl.handle.net/2451/69906 2023-12-17T18:32:59Z 2023-12-01T00:00:00Z

Title: Book Review: Teaching Peace and Conflict: The Multiple Roles of School Textbooks in Peacebuilding edited by Catherine Vanner, Spogmai Akseer, and Thursica Kovinthan Levi Authors: Komaragiri, Myuri Abstract: In Teaching Peace and Conflict: The Multiple Roles of School Textbooks in Peacebuilding, Catherine Vanner, Spogmai Akseer, and Thursica Kovinthan Levi present the Intersecting Roles of Education in Conflict framework as a tool for understanding education as a victim, accomplice, or transformer of conflict. In Myuri Komaragiri’s review of the edited volume, she underscores the analytical power of the framework, asserting that it suggests that education, as illustrated in textbooks, can occupy multiple roles simultaneously, can oscillate between roles, and that the various roles are not always mutually exclusive or at odds. Komaragiri points to the fact that the transformer role is often identified as an intention, but that it has not always been actualized sufficiently to argue that prioritizing and enabling this transformational role is crucial if education is to play a role in peacebuilding.

2023-12-01T00:00:00Z Jonathan, Orelia http://hdl.handle.net/2451/69905 2023-12-17T18:30:27Z 2023-12-01T00:00:00Z

Title: Book Review: Becoming Rwandan: Education, Reconciliation, and the Making of a Post-Genocide Citizen by S. Garnett Russell Authors: Jonathan, Orelia Abstract: Orelia Jonathan’s review of Becoming Rwandan: Education, Reconciliation, and the Making of a Post-Genocide Citizen by S. Garnett Russell highlights Russell’s extensive investigation of the Rwandan government’s attempt to consolidate a unified national identity after the 1994 genocide, partly through education. Russell notes, however, that the government’s goals sometimes had unintended consequences. For example, unified historical narratives reinforced the divisions between Rwanda’s ethnic communities and made it difficult for teachers to facilitate the kind of open discussion and critical thinking about the country’s history that could promote reconciliation. Jonathan concludes by reminding readers that the complex relationship between education and peacebuilding requires EiE scholars and practitioners to consider a multifaceted approach to negotiating policy priorities.

2023-12-01T00:00:00Z Mansour, Samaya http://hdl.handle.net/2451/69904 2023-12-17T18:31:22Z 2023-12-01T00:00:00Z

Title: Book Review: Meaningless Citizenship: Iraqi Refugees and the Welfare State by Sally Wesley Bonet Authors: Mansour, Samaya Abstract: In her review of Meaningless Citizenship: Iraqi Refugees and the Welfare State by Sally Wesley Bonet, Samaya Mansour conveys the grim picture that Bonet paints of the lives of four Iraqi refugee families as they attempt to resettle in the United States. Samaya Mansour underscores Bonet’s claim that the US resettlement program’s failure to live up to its liberal ideals of acceptance and multiculturalism stems in part from the xenophobic deficit narratives, structural inequalities, and neoliberal policies that have hollowed out the state’s capacity (and will) to help refugees settle in the United States. Mansour suggests that EiE scholars and practitioners will appreciate the book’s insights into the intersection of refugee education, citizenship and belonging, and national resettlement policies.

2023-12-01T00:00:00Z