Libyan teachers as transitionalist pragmatists: conceptualising a path out of the peacebuilding narrative in conflict-affected contexts
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DOI: 10.14324/lre.21.1.15
Abstract: The dominant analytical and programmatic frameworks used when writing about conflict-affected contexts such as Libya in Global Northern academia belong to the interdisciplinary field of peace and conflict studies (PACS). Within this, education is increasingly… read more here.
Keywords: conflict; transitionalist pragmatists; conflict affected; teachers transitionalist ... See more keywords