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This paper lays out a theoretical and analytical framework for researching and reflecting on the peacebuilding role of education in conflict-affected contexts. The 4Rs framework recognizes that working toward "positive peace" (Galtung 1976, 1990) requires working toward peace with social justice and reconciliation, challenging dominant "security-first" and "liberal peace" models, and gaining a better understanding of how education might support these processes in building sustainable and peaceful postconflict societies. The 4Rs framework combines dimensions of recognition, redistribution, representation, and reconciliation to explore what sustainable peacebuilding might look like through a social justice lens. The paper addresses the cultural translation of these concepts, highlighting the need for locally embedded interpretations. Rather than a fixed theoretical model, the 4Rs approach is designed as a heuristic device that promotes a dialogue among key stakeholders on the dilemmas and challenges in the field of education in emergencies. We highlight the application of a 4Rs framework through a recent case study of Myanmar, which demonstrates both the interrelated connections and the tensions between the different "Rs." Finally, we reflect on the challenges and limitations of the approach, and the tasks ahead.

This paper explores the complex relationship between academic researchers working in the area of 'International Development and Education' and foreign intervention in the Global South. I make the case for stronger definitional links between 'colonialism' and 'development'. In this, I pay attention to how 'soft' and 'hard' sides of colonial strategy operated symbiotically and evidence parallel occurrences in Post 9/11 Western-led military/development activities. Drawing on 'education' examples, I reflect on our fields entanglements in the messy politics, partnerships and funding regimes of our unequal global order and the ways that we, as both researchers and practitioners, become 'implicated'. I also explore sites of counter-hegemony that span similar timeframes, including my engagements with popular education in social movements in Colombia, and make the case for a radical educational internationalism.

Through a case study of a peace education intervention in postwar Sierra Leone, this article seeks to contribute to the ongoing critique of dominant peace education approaches that seek attitudinal and behavioral change in conflict-affected societies. Specifically, the article interrogates "Emerging Issues," a curriculum intervention developed in 2007-8 by UNICEF for teachers in Sierra Leone. It applies the analytical framework of Cultural Political Economy, an interdisciplinary theoretical current that extends traditional concerns of political economy with power and institutions to show their interaction with cultural processes of meaning making. The insights suggest that this approach to peace education might not be as benign as projected. Instead, we assert that it promotes a form of pacification derived from a decontextualized curriculum that treats victims as guilty and in need of attitudinal and behavioral change, while avoiding engagement with the structural and geopolitical drivers that underpin many contemporary conflicts.

This paper reflects historically and contemporaneously on the relationship between 'International Education and Development' actors and foreign intervention in our colonial past and present, with a particular focus on Education in Emergencies (EiE), a sub-field of research and practice within 'International Education and Development'. Theoretically, this work is underpinned by a critical application of the 'implicated subject', Rothberg's (2019) conceptual addition to the study of violence and injustice which seeks to go beyond binaries of 'victim and perpetrator' and recognise the way many others are 'implicated' in systems of violence and injustice. In the first section we explore this framing for researchers and practitioners in the field of EiE and the complex ways that researchers and practitioners might be understood as 'implicated subjects'. In the second part we explore two dimensions of EiE actors as 'implicated subjects': Diachronic and Synchronic. In the diachronic dimension we highlight the way the colonial past hangs heavy in the present and in the synchronic dimension we explore the case of Afghanistan, and the links between military, development and education strategy. In the conclusion we reflect on their implication for improved ethical practices in EiE and in the broader field of International Education and Development. [ABSTRACT FROM AUTHOR]

This paper lays out a theoretical and analytical framework for researching and reflecting on the peacebuilding role of education in conflict-affected contexts. The 4Rs framework recognizes that working toward "positive peace" (Galtung 1976, 1990) requires working toward peace with social justice and reconciliation, challenging dominant "security-first" and "liberal peace" models, and gaining a better understanding of how education might support these processes in building sustainable and peaceful postconflict societies. The 4Rs framework combines dimensions of recognition, redistribution, representation, and reconciliation to explore what sustainable peacebuilding might look like through a social justice lens. The paper addresses the cultural translation of these concepts, highlighting the need for locally embedded interpretations. Rather than a fixed theoretical model, the 4Rs approach is designed as a heuristic device that promotes a dialogue among key stakeholders on the dilemmas and challenges in the field of education in emergencies. We highlight the application of a 4Rs framework through a recent case study of Myanmar, which demonstrates both the interrelated connections and the tensions between the different "Rs." Finally, we reflect on the challenges and limitations of the approach, and the tasks ahead.

Research on peacebuilding has mushroomed over the last decade and there is a growing interest in the role of education in supporting peacebuilding processes. This paper engages with these debates, UN peacebuilding activities and the location of education initiatives therein, through a case study of Sierra Leone. In the first part, we explore the complex and multi-dimensional nature of violence in post-conflict Sierra Leone. In the second, we critically address the role of education in the conflict and post-conflict period, highlighting education's centrality as a catalyst to conflict, and then reflect on the failure of the post-conflict reconstruction process to adequately transform the education system into one that could support a process of sustainable peacebuilding. Finally, we conclude by exploring the ways that greater investment and focus, both financial and human, in the education sector might, in the long term, better contribute to a sustainable and socially just peace.

This paper explores the way education and conflict have become entangled during the post-9/11 "war on terror" response to "radical Islam" at home and abroad. The paper charts the complex ways that education has been deployed to serve Western military and security objectives in multiple locations in the global south and how these strategies have now returned to the "West" in the form of "countering violent extremism" interventions. Drawing on Foucault's concept of the "boomerang effect" I will explore whether and how education techniques and strategies deployed abroad in pursuit of imperial interests return to the West and are deployed to monitor, control and suppress marginalised communities in a form of "internal colonialism". Finally, the paper brings the two sections together in the Findings to explore commonalities and divergences.

This paper presents a "peace with social justice" framework for analysing the role of teachers as agents of sustainable peace, social cohesion and development and applies this to research evidence from Pakistan, Uganda, Myanmar and South Africa. The paper draws on evidence from a recently completed UNICEF and ESRC funded project on education and peacebuilding, and specifically from data gathered around the role of teachers. Drawing on rich fieldwork data collected between 2014-2016 in each of the four countries, the paper will evidence the complex and contradictory role that teachers play in sustainable peace and development and its implications for teacher governance, teacher policy and teacher practice. The paper challenges the overly human capital driven logics of much teacher policy reform agendas and highlights the need and importance for a more holistic approach to teacher governance and management that recognises teachers' multiple potential to contribute to both societal peace and development.

Piketty's "Capital in the Twenty-First Century" has brought the issue of inequality to the centre of political debate. This article explores contemporary research on the relationship between education and inequality in conflict-affected contexts with a view to seeing how Piketty's work speaks to these issues as a field of research and practice. The article provides a critique of Piketty's approach, arguing for a broader, interdisciplinary and holistic approach to exploring and addressing inequality in education in conflict-affected contexts in their multiple economic, cultural and political dimensions. In doing so the article also lays out an analytical framework inspired by cultural political economy for researching education systems in conflict contexts which seeks to go beyond narrow human capital framings of education and address the multiple potential of education to promote sustainable peace and development in and through education.

The article focuses on the life and contributions of Aziz Choudry, a dedicated activist and scholar, highlighting his work in social movement learning, knowledge production, and activism. Topics discussed in the article include Choudry's critical analysis of social movements, his emphasis on the intellectual work within activist communities, and his exploration of nonformal and informal learning in activism and also examine Choudry's influence on various social justice movements globally.

The paper explores shifts in the nature, volume, trajectory and content of aid to education in the wake of post-9/11 Western preoccupations with the rise of Islamic radicalism. The paper develops a framework for understanding the dynamics of how educational aid appears to be becoming increasingly politicized in strategic conflict and post-conflict countries. The approach links up with broader debates within the field of development studies on the "militarization of development" while attempting to shed light on the specificity of how "educational aid" becomes caught up in these processes. The paper argues that particularly in Iraq and Afghanistan educational aid is becoming submerged under the counterinsurgency strategy of the Western occupying forces with detrimental effects not only for long-term development progress but also for the personal security of development workers. (Contains 2 figures.)

This paper explores the dynamics of repression and resistance within the Colombian education system through exploring human rights violations against educators. Drawing on the findings of several fieldwork visits carried out since 2005 across Colombia, the paper focuses on the darker side of the education/conflict relationship, demonstrating through a series of cases the complex way education systems and education actors get caught up in the Colombian civil war and the national and transnational catalysts for the human rights violations that occur. In doing so, the paper also argues for a more interdisciplinary and critical approach to education and conflict that recognises the transnational drivers of conflicts in education and beyond. (Contains 1 table, 1 figure and 2 notes.)

This paper seeks to provide a starting point for a broader discussion on the development of a critical research agenda in the field of "Education and Conflict Studies." We begin the paper with a brief overview of the field of Education and Conflict drawing on a series of recent "overviews" of the field and locate this within the context of the changing geo-political situation that emerged in the wake of the collapse of the Soviet Union in the 1990s. This is followed by explaining what we understand by a critical research agenda and why we think it necessary. Thirdly, we explore a series of potentially interesting areas of inquiry that are currently absent or undeveloped within the field and which relate particularly to its "global" dimension. Finally, we conclude by making some more reflective comments on our approach, its potential for making a positive contribution to both theory and practice within the field of Education and Conflict, and the need for more critically informed, but policy relevant research in this emerging area of inquiry.

In response to Appadurai's "Grassroots globalization and the research imagination", this paper explores some of the theoretical, ethical, methodological and practical issues of developing a "strong internationalisation" of research with and amongst grassroots globalisation movements. Drawing on five years of solidarity and research experience between Colombia and the UK working with grassroots social movements I explore issues relating to knowledge production, the dialogical process of working with social movements and the potential for reclaiming the western academy as a site of social criticism and resistance. While sympathetic to the content and objectives of Appadurai's position the paper argues for a more holistic integration of research into broader processes of popular resistance to neo-liberal globalisation. It also promotes a greater recognition for the role, value and development of the intellectual "outside" of the academy and "inside" grassroots globalisation movements.

The paper explores processes of social movement learning within SINTRAEMCALI, a public service trade union in the South West of Colombia, which has successfully prevented a series of attempts by the national government to privatise public utilities. The paper develops the concept of "strategic learning" and applies it to an exploration of the transformation of SINTRAEMCALI from a narrow "corporate" trade union focused on the defence of members' particular interests, to a "social movement union" that linked workers and local communities in the defence of public services and operated on a range of scales from the local to the global. It argues that a strategy based on a material critique of privatisation, mass mobilization and human rights defence, emerged out of a process of "strategic learning" firmly located in a detailed analysis of the complex military, political and social relations that exist in contemporary Colombia. (Contains 1 figure and 32 notes.)

Andreas Bieler, Ingemar Lindberg, and Devan Pillay (eds.) Labour and the Challenges of Globalisation: What Prospects for Transnational Solidarity? Pluto Press: London, 2008; 330 pp: 9780745327570 65 [pounds sterling] (hbk); [...]

Boaventura de Sousa Santos (ed.) Reinventing Social Emancipation: Toward New Manifestos (Volumes I, II & III of five volumes) Volume I: Democratising Democracy: Beyond the Liberal Democratic Canon Verso, 2005: [...]

Recent advances in single‐cell RNA sequencing have enabled the molecular distinction of ganglion cell populations in mammalian retinas. Here we used antibodies against the transcription factor special AT‐rich binding protein 1 (Satb1, a protein which is expressed by on‐off direction‐selective ganglion cells in mouse retina) to study Satb1 expression in the retina of marmosets (Callithrix jacchus), macaques (Macaca fascicularis), and humans. In all species, Satb1 was exclusively expressed in retinal ganglion cells. The Satb1 cells made up ∼2% of the ganglion cell population in the central retina of all species, rising to a maximum ∼7% in peripheral marmoset retina. Intracellular injections in marmoset and macaque retinas revealed that most Satb1 expressing ganglion cells are widefield ganglion cells. In marmoset, Satb1 cells have a densely branching dendritic tree and include broad and narrow thorny, recursive bistratified, and parasol cells, all of which show some costratification with the outer or inner cholinergic amacrine cells. The recursive bistratified cells showed the strongest costratification but did not show extensive cofasciculation as reported for on‐off direction‐selective ganglion cells in rabbit and rodent retinas. In macaque, Satb1 was not expressed in recursive bistratified cells, but in large sparsely branching cells. Our findings further support the idea that the expression of transcription factors in retinal ganglion cells is not conserved across Old World (human and macaque) and New World (marmoset) primates and provides a further step to link a molecular marker with specific cell types. [ABSTRACT FROM AUTHOR]