Differentiated meanings of education in the reintegration of ex-combatants in Colombia

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Discourse-Studies in the Cultural Politics of Education Pub Date : 2022-01-02 DOI:10.1080/01596306.2021.2023099

Maria Paulina Arango, S. Zuilkowski

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Abstract

ABSTRACT With the purpose of ending wars, international organizations and governments promote reintegration projects that seek to transform combatants affiliated with illegal armed groups into citizens through education. The assumption behind these efforts is that through education, ex-combatants will become economically independent, overcome marginalization, experience personal transformations, and integrate into communities. This paper questions this optimistic narrative of education by highlighting the differentiated meanings of education for ex-combatants reintegrating in urban Colombia. Listening to the voices of ex-combatants who have engaged in technical and vocational education programs, this paper compares policy narratives with ex-combatants’ narratives regarding the role of education in the reintegration process. The analysis reveals how for ex-combatants, education is a complex social practice that redistributes resources and contributes to positive psychosocial and empowerment transformations. At the same time, it is a process of insertion into an individualistic system and adaptation to unequal participation within the country’s socio-economic hierarchy.

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哥伦比亚前战斗人员重返社会教育的不同意义

摘要为了结束战争，国际组织和政府推动重返社会项目，旨在通过教育将隶属于非法武装团体的战斗人员转变为公民。这些努力背后的假设是，通过教育，前战斗人员将在经济上独立，克服边缘化，经历个人转变，并融入社区。本文通过强调教育对哥伦比亚城市中重新融入社会的前战斗人员的不同意义，对这种乐观的教育叙事提出质疑。本文倾听了参加过技术和职业教育项目的前战斗人员的声音，将政策叙述与前战斗人员关于教育在重返社会过程中的作用的叙述进行了比较。分析揭示了对前战斗人员来说，教育是一种复杂的社会实践，它重新分配资源，有助于积极的心理社会和赋权转变。与此同时，这是一个融入个人主义体系并适应国家社会经济等级制度中不平等参与的过程。

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来源期刊

Discourse-Studies in the Cultural Politics of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

5.90%

发文量

期刊介绍： Discourse is an international, fully peer-reviewed journal publishing contemporary research and theorising in the cultural politics of education. The journal publishes academic articles from throughout the world which contribute to contemporary debates on the new social, cultural and political configurations that now mark education as a highly contested but important cultural site. Discourse adopts a broadly critical orientation, but is not tied to any particular ideological, disciplinary or methodological position. It encourages interdisciplinary approaches to the analysis of educational theory, policy and practice. It welcomes papers which explore speculative ideas in education, are written in innovative ways, or are presented in experimental ways.