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The University of Chicago Conceptualized Peace: a Study of Colombian Adolescents' Meaning Making and Civic Development

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The University of Chicago Conceptualized Peace: a Study of Colombian Adolescents' Meaning Making and Civic Development THE UNIVERSITY OF CHICAGO CONCEPTUALIZED PEACE: A STUDY OF COLOMBIAN ADOLESCENTS’ MEANING MAKING AND CIVIC DEVELOPMENT A DISSERTATION SUBMITTED TO THE FACULTY OF THE DIVISION OF THE SOCIAL SCIENCES IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF COMPARATIVE HUMAN DEVELOPMENT BY GABRIEL MATEO VELEZ CHICAGO, ILLINOIS JUNE 2019 Table of Contents Acknowledgments iii List of Tables v List of Figures vi Introduction 1 Chapter 1: Conceptualized Peace: Adolescent Development, Civic Identity, and the Colombian Context 15 Chapter 2: Contextualizing Meaning Making of Peace Through Discourses, Interviews, and Questionnaires 52 Chapter 3: Government Discourses and Adolescent Voices about Peace and Youth in Colombia 74 Chapter 4: From the Individual Outward: Triangulating Conceptualized Peace as a Framework for Colombia and Beyond 130 Appendix A: List of Discourse Sources 179 Appendix B: Interview Protocol 183 References 185 ii Acknowledgements First and foremost, I would like to thank my wonderful wife, Catherine Curley, and the newest member of our family, Ian. This process–with its challenges, successes, and journey of self- reflection–would not have been possible without Catherine’s support, and I feel incredibly blessed to share in its ending with Ian. It has been said about raising children that it takes a village, and as I learn this lesson as a new father, I recognize a project as extensive as a dissertation also takes a wide range of close support. To this end, I would like to thank my mother for always expressing her pride in me, my brother, and the entire Curley clan. I am deeply indebted to Dr. Margaret Beale Spencer and her assistant Oliver Garland. I left my first conversation with Dr. Spencer over five years ago energized and filled with a sense of purpose. Throughout my graduate studies, I have been motivated by her support, encouragement, and reflections on the necessity of the work we do. I am forever grateful for all her efforts to support my pursuits, as well as her care and consideration of me and my family. I extend this thanks to Oliver, who has always been attentive to my requests both large and small. I am grateful to my other committee members not just for their academic guidance, but for their investment in me as a person. They have taught me about mentorship and interpersonal care in higher education. I am particularly thankful to Dr. Micere Keels for all I have learned from her about conducting and publishing research as part of a team, but also the care and interest she expressed in reflecting on and balancing these career pressures with personal life. I am thankful to Dr. Fathali Moghaddam for his constant openness to support my development as a scholar. He has always said yes to my requests, and has given his time and energy to me without hesitation. Lastly, I appreciate the similar willingness that Dr. Enrique Chaux has had in supporting me and sharing his knowledge on and connections to civic and peace education in Colombia. Without his support, the breadth and scope of this dissertation would not have been possible. This dissertation project required the support of so many in Colombia, but I would like to highlight those without whom it would not have been possible. First, thank you to Dr. Ariel Sanchéz Meertens. Amid a busy time in his own life, he was not only open and enthusiastic about my work, but integrated me into his impressive research project. I am also deeply grateful to Dr. Fabio Idrobo, despite his affinity for a certain northeastern baseball team. His concern for me as a person was equally matched by his inspiring commitment to supporting the psychosocial health of ex-combatants, victims, and many others in Colombia. I am also thankful to Dr. María Cecilia Dedios for sharing our interests, her thinking about these questions, and her collaboration in investigating government discourses. I would also like to thank Luisa Pizano and the Alianza Educativa network, including its schools and administrators who so warmly received me. Luisa has shaped the lives of so many students and educators in Colombia. I would like to thank those at the National Ministry of Education, as well as various Secretaries of Education, for their help iii in connecting me with schools. Finding research sites was equally supported by the Fundación Compartir, and particularly Luisa Gómez Guzman and Gustavo Alvira Gómez. I am grateful for their enthusiasm for peace education and efforts to support my research. I am immensely appreciative of the Pizano family´s seemingly unending generosity. MY dissertation would simply not have been possible without Julia Elvira, Diego, Pedro, Fernando, and Isabel opening up their home and family to me. They cared for, encouraged, and nourished me—physically and mentally—and I will forever be grateful to all of them. I would also be remiss not to mention Flor Veloza and Guillermina del Socorro, who did so much for me from providing good laughs to helping me through complicated phone calls in Spanish. I would also like to recognize various organizations and people within them. First, the Pozen Family Center for Human Rights has been a second home for me during my graduate career and has supported my work and personal development. The Center and its staff—Susan Gzesh, Mark Bradley, Tara Peters, Ashley Pierce, Kirsten Gindler, and the lovely Kathy Scott—have been a true community, along with providing critical financial and administrative aid. I also would like to thank the Center for Latin American Studies, and especially Jamie Gentry and Natalie Arsenault, as well as the Pearson Institute for the Study and Resolution of Global Conflict for grant and special event funding. The most extensive financial support came from the National Science Foundation Graduate Research Fellowship. In obtaining and managing this fellowship, I am deeply thankful to Jessica Smith, Karen Rosenthall, and Dr. Fred Stafford of UChicago Grad. I also owe so much to those in Comparative Human Development who supported me along the journey. I am particularly appreciative of my fellow graduate students who taught me about research, being a graduate student, and life in general, and who have always been so willing to be supportive and collaborative. First, I would like to thank Dr. Seamus Power, who has profoundly shaped my work and identity through being a great colleague, insightful psychologist, supportive collaborator, inspiring instructor, and good mate. I would also be remiss not to thank Carly Bertrand, Dr. Rebecca Frausel, Dr. Keshia Harris, Dr. Tasneem Mandviwala, Coltan Scrivner, and Dr. Erin McFee. Beyond these student colleagues, CHD is a unique department held together by its devoted administrators and faculty. I thank Janie Lardner for her tireless efforts on behalf of the students and faculty, Dr. Rick Shweder for his support of me personally and of the program, and Dr. Anna Mueller for her true commitment to student growth and development. Finally, I must thank the adolescent research participants. Early on in my graduate career, Dr. Spencer encouraged me to recognize that research participants are holistic, complicated people with rich lives and embedded in systems and histories. This humanity often gets lost, cannot be fully detailed, or is utilized for the benefits of others. As I finish this project, I think about each and every one of these young people, wonder about their futures, and am deeply thankful for their time and openness that has allowed me to put this forth. In many ways, this text is theirs. iv List of Tables Table 1: Demographics of 2016 Interview Sample 63 Table 2: Demographics of 2017 Interview Sample 64 Table 3: Structure of Dataset 2 Results 96 v List of Figures Figure 1: Peace Theory, Adapted from Galtung & Fischer (2013) 18 Figure 2: Spencer’s Phenomenological Variant of the Ecological Systems Theory (Spencer, 2006) 37 vi Introduction I need all of you young people to become energized by this process—to become vocal actors and agitators. There is no higher cause for anyone in any situation in any war-torn country than striving for peace. August 15, 2015 Young people will lead the construction of peace, and our education system will provide them with the tools to do it. February 12, 2016 Colombian President Juan Manuel Santos Can I support peace? Yeah. We all can. I think that we all by adding our little grain of sand, we build something. Building peace doesn’t have to come from a politician, the president of the country—no. Because remember, we live in a democracy and we all have the right to participate in politics. And well, we all have the right to participate, to express our opinions. For example, maybe I go out to a non-violent protest to express my opinions. I am adding my granito de arena because our government has to listen to my opinion—or not my opinion, but the opinion of the people in general as it carries out a peace process. August, 2017 Andres, 18 years old, Bogotá, Colombia 1 Over the last few decades, research on young people as social and political actors has blossomed (e.g., Haste, 2004; Sherrod, Torney-Purta, & Flanagan, 2010; Youniss et al., 2002). There has been increasing attention to the roles that young people1 play in conflict and post- conflict settings, while the social power and influence of youth mobilization has been evident in such movements as the Arab Spring, Black Lives Matter, Occupy Wall Street, and others (Hoffman & Jamal, 2012; Honwana, 2019; Pickard & Bessant, 2018; Reimer, 2012). In conflict and post-conflict contexts, younger generations can be influential as propagators of political violence (Urdal, 2006), agents of change (S.
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