Can we make a difference tomorrow? [Elektronische Ressource] : a systematic evaluation of a peace education programme implemented with liberian refugees / von Friederike Feuchte

Feuchte

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• Soziologie

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• Publié par: friedrich-schiller-universitat_jena
• Publié le: 01 janvier 2011
• Nombre de lectures: 10
• Langue: English
• Poids de l'ouvrage: 3 Mo

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Dissertation

Friederike Feuchte

































international graduate college

“Can We Make a Difference Tomorrow?”

A Systematic Evaluation of a Peace Education
Programme Implemented with Liberian Refugees



Dissertation


zur Erlangung des akademischen Grades


doctor philosophiae (Dr. phil.)






vorgelegt dem Rat der Fakultät für Sozial- und Verhaltenswissenschaften
der Friedrich-Schiller-Universität Jena

von Dipl.-Psych. Friederike Feuchte
geboren am 24. Juli 1979 in Freiburg i. Br.




























Gutachter
1. Prof. Dr. Andreas Beelmann, Universität Jena, Germany
2. Prof. Dr. Rupert Brown, University of Sussex, England

Tag des Kolloquiums:
29. 11. 2010
Acknowledgements
This dissertation project was made possible thanks to the help I received from a lot of people and
several organisations. I would like to thank my supervisors Andreas Beelmann and Rupert Brown
who gave me both freedom and support to choose my topic and carry out this evaluation. The
German Science Foundation (DFG) financed me as a fellow of the International Graduate College
(IGC) “Conflict and Cooperation between Social Groups”.
Thanks go to all other (former) fellows of the IGC who were very helpful peers in our
group of individualists. By being “distracted” by my colleagues I learned so much that proved to
be important for me and my work. In particular I wish to thank Beatrice, Tino and Tamara.
Beatrice often inspired me with her eagerness to both know and live what is really relevant. She
supported me with what I needed during my writing process. Due to her commitment a Liberia-
Arbeitsgruppe in Jena continues to support CYE providing education in Liberia. Tino with his
unique combination of warmth, competence and humour often helped me to focus on the
essentials of research and life. He gave me many opportunities for direct and vicarious learning
and all sorts of practical support. Tamara helped me with various support and advice for my work.
Moreover, spending time with her often helped me to relax, understand, focus on the bright
aspects of life, and move on.
I would also like to thank my family and friends for supporting me and my project in
various ways. My mother was sceptical about my project, yet supported me in going my own
way, even if it led me to Africa. My father was very active in helping me to finish my writing.
My aunt Maria was always interested and helped me with the proofreading. My brothers and
friends showed interest, and were there and backed me up when I needed them.
Finally, I wish to express my gratitude to all the Liberian people who I met during my
stays in the refugee camp in Ghana. They taught me so much about life and the strength of
hope. My thanks go to the Center of Youth Empowerment (CYE) and their commitment to
implementing the peace education programme as my cooperating partner. Slabe Sennay,
Alfred W. Tarley, Janet C.² Borward, Joe Nyenpan, Patience P. Sharlty, Paul K. Akoi, T.
Mark Jackson and all the others who became facilitators or were otherwise involved in the
programme made this evaluation project possible. I am also grateful to my drumming teacher
and friend Wesley Davies and his group “Calabash Unite Us All”. They integrated me into
their lives, were there for me when I was stressed out and were always willing to help me gain
insights into African traditions and the Liberian way of life.

Table of Contents

1 Introduction ......................................................................................................................1

2 Peace education in a post-war context .............................................................................5
2.1 The idea of peace education.....................................................................................5
2.1.1 Definitions and history6
2.1.2 Different approaches......................................................................................10
2.1.3 Theories and assumptions ..............................................................................14
2.2 Peace education in post-war societies ....................................................................16
2.2.1 The context: Peacebuilding ............................................................................17
2.2.2 The goal: Reconciliation ................................................................................18
2.2.3 The limits: Problems and challenges..............................................................21
2.3 Theoretical perspectives on post-war peace education effectiveness ....................24
2.3.1 Education and training: Learning knowledge, values, and skills...................26
2.3.2 Trauma healing and social capital: Psychosocial recovery............................28
2.3.3 Intergroup contact and dialogue: Changing intergroup attitudes ...................32
2.4 Evaluating post-war peace education.....................................................................38
2.4.1 Defining and measuring peace education effectiveness.................................38
2.4.2 Evidence of peace education effectiveness ....................................................42
2.4.3 Findings from peace education evaluations ...................................................48
2.4.4 Shortcomings and need for research ..............................................................54


3 Context: Liberia and the Refugee Camp Buduburam ....................................................58
3.1 Liberia and its history.............................................................................................58
3.1.1 Liberia today: Economy, Population and Cultures ........................................59
3.1.2 Liberian history before 1979 ..........................................................................60
3.1.3 Doe regime and civil wars (1980-2003).........................................................62
3.1.4 Root causes for the wars and necessities for peace........................................65
3.2 Buduburam: a Refugee Camp for Liberians in Ghana...........................................67
3.2.1 History, structure and development of the camp............................................67
3.2.2 Living conditions in Buduburam....................................................................69
3.2.3 Traumatisation and inter-ethnic relations.......................................................70
3.2.4 Local organisations and peace education in Buduburam ...............................72 4 The peace education programme and focus for its evaluation .......................................75
4.1 Description and analysis of the peace education programme ................................75
4.1.1 Description of the programme........................................................................75
4.1.2 Justification and theory of change......................................................................78
4.1.3 Developmental assumptions...........................................................................79
4.1.4 Programme theory..........................................................................................81
4.1.5 Intervention theory.........................................................................................82
4.1.6 Empirical evidence83
4.1.7 Critical discussion of the programme.............................................................85
4.2 Implementing and evaluating the programme with Liberian refugees .................87
4.2.1 Why this Peace Education Programme for Liberian Refugees? ....................87
4.2.2 Considerations for the Context of Buduburam ..............................................89
4.2.3 Chosen perspective of the evaluation.............................................................91
4.3 Research Questions................................................................................................93
4.3.1 Implementation...............................................................................................93
4.3.2 Effectiveness..................................................................................................94
4.3.3 Differential effectiveness...............................................................................95
4.3.4 Short-term peace education and further explorations ....................................96
4.3.5 Research plan and summary...........................................................................97


5 Study 1: PEP community workshops.............................................................................98
5.1 Method .........................................................................................................................98
5.1.1 Design and proc