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Perceptions of the Impact of Informal Peace Education Training in Uganda

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Perceptions of the Impact of Informal Peace Education Training in Uganda International School for Humanities and Social Sciences Prins Hendrikkade 189-B 1011 TD Amsterdam The Netherlands Masters Thesis for the MSc Programme International Development Studies Field Research carried out in Uganda 30th January - 27th May 2006 Teaching Peace – Transforming Conflict? Exploring Participants’ Perceptions of the Impact of Informal Peace Education Training in Uganda Since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed. (Constitution of UNESCO, 1945) First Supervisor: Prof. Dr. G.C.A. Junne Second Supervisor: Dr. M. Novelli Anika May Student Number: 0430129 Email: [email protected] Table of Contents Acknowledgements 4 Abstract 5 Chapter One: Introduction – Subject of Research 6 1.1 Purpose of the Study 8 1.2 Research Questions 9 1.3 Relevance of the Study 9 1.4 Structure of Thesis 12 Chapter Two: Background of the Research/Research Setting 14 2.1 Violence and Conflict in the History of Uganda 14 2.2 The Legacy of Violence in Ugandan Society 18 2.2.1 The Present State of Human Rights and Violence in Uganda 18 2.2.2 Contemporary Ugandan Conflicts 20 2.2.2.1 The Case of Acholiland 20 2.2.2.2 The Case of Karamoja 22 2.2.3 Beyond the Public Eye – The Issue of Gender-Based Domestic Violence in Uganda 23 Chapter Three: Theoretical Framework - Peace Education 25 3.1 The Ultimate Goal: a Peaceful Society 25 3.1.1 Defining Peace 26 3.1.2 Defining a Peaceful Society 27 3.2 Education for Peace: Using Education to Create a Peaceful Society 29 3.2.1 A Short History of Peace Education 29 3.2.2 Peace Education: Some Conceptual Underpinnings 34 3.2.3 Models of Peace Education 37 3.2.4 Critiques of Peace Education 41 3.3 Evaluation of Peace Education: Promises and Pitfalls 44 3.4 Educational Approaches towards Peace in Uganda 45 Chapter Four: Research Methodology 47 4.1 The Research Question and Sub-Questions 49 4.2 Sample 50 4.3 Research Techniques 53 4.3.1 Analysis of AVP Manuals 53 4.3.2 Manual Revision 53 4.3.3 Semi-Structured Interviews 54 4.3.4 Focus Group Discussion 55 4.3.5 Participatory Observation 57 4.3.6 Field Diary 57 4.4 Analysis and Presentation 58 4.5 Limitations 58 4.6 The Research Process – Challenges and Ethical Issues 59 Chapter Five: Analysis of Research Data 61 5.1 One Size Fits All? The Alternatives to Violence Program (AVP) 61 5.2 Participants’ versus Facilitators’ Perceptions 65 5.3 A Challenging Environment: Perspectives on Uganda 65 5.3.1 Participants’ and Facilitators’ Personal Experiences with Conflict 65 5.3.2 Participants’ and Facilitators’ Perceptions on Uganda’s 68 Contemporary Challenges 5.3.3 Participants’ and Facilitators’ Ideas for Possible Solution Strategies 74 5.4 Participants’ Perspectives 77 5.4.1 Reasons for Participation 77 5.4.2 Expectations of Participants before the Training 79 5.4.3 General Fulfilment of Expectations after the Training 80 5.4.4 General Opinions about AVP 80 5.4.4.1 General Points of Critisism 80 5.4.4.2 Opinions about Conducted Activities 82 5.4.4.3 Opinions about the Approach/Methods 84 5.4.4.4 Opinions about the Content/Message 85 5.4.4.5 AVP and Practical Applicability 87 5.4.4.6 AVP and Cultural Applicability 90 5.4.4.7 AVP and Religion 99 5.4.4.8 Evaluation of AVP 100 5.4.5 Participants’ Perceptions on the Impacts of AVP 102 5.4.5.1 Changes in the Perception on Violence 102 5.4.5.2 AVP and Conflict Transformation 105 5.4.5.3 AVP and Ethnic Division 108 5.4.5.4 AVP and Empowerment / Sustainability 109 5.4.5.5 AVP and Gender / the Domestic Sphere 113 Chapter Six: Conclusions and Recommendations 117 6.1 Main Research Findings and Recommendations for AVP in Uganda 117 6.1.1 AVP’s Impacts on Personal Perceptions 117 6.1.2 AVP’s Impacts on Personal Practices 119 6.1.3 AVP’s Impacts on the Socio-Political Context in Uganda 120 6.1.4 Limitations and Obstacles towards AVP’s Impacts 121 6.1.5 Recommendations for the Development of AVP in Uganda 123 6.2 Recommendations for Peace Education Programme Development in Uganda 124 6.2.1 Recommendations for Target Groups 124 6.2.2 Recommendations for Approaches 125 6.2.3 Recommendations for Content 129 6.3 Recommendations for Future Research 132 Bibliography 134 Annex 145 3 Acknowledgements I am grateful to numerous people, who have been very supportive during my two years of study in Amsterdam and in particular throughout my research period in Uganda and the time of thesis writing: First of all, Margriet Poppema, my initial First Supervisor - for many hours of listening, giving advice and discussing my work from my very first days in Amsterdam until today; Gert Junne, my final First Supervisor, deserves special thanks for taking over this duty only five weeks before I had to hand in this thesis. Furthermore, for giving me the idea of working on conflict issues (probably without even knowing it). I strongly appreciate that Mario Novelli agreed to take over the role as a Second Supervisor also only several weeks before the end; without even knowing me personally. Second, I would like to thank all the informants who participated in my research and gave me valuable insights into their personal experiences with and perceptions of AVP and peace education in general. The information they willingly shared with me not only formed the basis of my research and hence this thesis, but made me rethink various personal assumptions on the potential and limitations of peace education. Third, the team of the ‘Civil Peace Service Project’ at Makerere University in Kampala. It has been a great learning experience to work with them. Special thanks and tribute to my local supervisor Stefan Friedrichsen, who was not only a very supportive local supervisor, but became a true friend. Fourth, Ellie Chowns and Susanne Rauh for proof-reading my thesis. Their eye for detail has strongly contributed to the quality of my thesis. Last but not least, my family and Jérôme for obvious reasons! 4 Abstract Peace education has become an increasingly popular discipline within the past few years. As the nature of conflict has changed tremendously since the end of the Cold War, and particularly since 9/11, the intervention and prevention mechanisms have changed and been developed accordingly. From a former focus on military means and intervention in the acute phase of conflict, the nature of these mechanisms is now increasingly shifting to holistic approaches towards preventing conflicts through addressing their root causes. Education for peace, non-violence and tolerance plays an important role in this context. Indeed, peace education, as this kind of education is commonly referred to, seems to have become a ‘trendy’ issue recently. Be it in the form of workshops, symposiums, training courses or whole school approaches – various actors are contributing to a discipline growing in importance and quantity; but also to an increasing confusion. Despite the dynamic and high level of activity in the field, there is still a significant lack of conceptual clearness and thorough evaluation identifiable. Very often, the honourable intentions behind a programme or an activity alone seems to justify its implementation. Moreover, if evaluation is done at all, its objectivity seems questionable at times, particularly in a contest where scarce funding is dependent on positive project outcomes. Furthermore, various authors (Harris 2000; Harris/Morrison 2003; Hirseland et. al 2004) point out the difficulties and challenges of measuring personal change of personal beliefs and attitudes. But is difficulty alone an acceptable reason for the widely-spread absence of quality- documentation and management of quality in the field of peace education? This thesis aims to contribute a small piece to building a bridge between honourable aspirations and intentions, reality, and subjective impacts. The ‘research site’, which provided the material used for this study is the ‘Alternatives to Violence Project’ (AVP) training workshops; an informal peace education programme originating from the USA and implemented in Uganda since 2003. During a four-month research period in Uganda between February and May 2006 I conducted a study on AVP based on the methodology of Participatory Action Research (PAR), using a range of qualitative research methods. By interviewing around 40 former participants and facilitators of AVP, I tried to find out what the target groups of a peace education programme themselves think about its impacts. Taking the analysis of one specific programme as a starting point, I then tried to draw conclusions and formulate recommendations for the development, improvement, and implementation of peace education in the challenging Ugandan context. In both elements of my research, the AVP-focused part and the part dealing with peace education in general, my informants will have a strong say. Who else but the beneficiaries of peace education should be able to explain the chances, potential and limitations of current peace education initiatives? 5 Chapter One: Introduction We are living in a violent world today. Since 1945 the world has faced 150 conflicts causing 20 million deaths and 60 million casualties (Deininger 2003). Whereas the actual number of violent conflicts has declined in most parts of the world since the end of the Cold War, the locations of battlefields are shifting and the very nature of conflicts is dramatically changing. In the First World War, 5 percent of the victims were civilians, increasing to 50% in the Second World War.
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