Conflict and Education Demand in the Basque Region

Groot, Olaf J. de; Goksel, Idil

doi:10.1177/0022002710381067

Cited by 13 publications

(8 citation statements)

References 23 publications

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“…Nevertheless, female attainment decreased in areas of Nepal with high frequency of child abduction for fighting purposes (Valente, 2011). Likewise, demand for education may actually increase during conflict due to the desire to emigrate, as occurred in Spain’s Basque region (de Groot & Göksel, 2011). However, the nature and intensity of violence may be important to consider.…”

Section: Resultsmentioning

confidence: 99%

“…The impact tends to be greater for younger children than for older ones (Akresh & de Walque, 2008; Dabalen & Paul, 2012; Verwimp & Van Bavel, 2013). However, in certain contexts the negative impact of fighting on education is not as clear (de Groot & Göksel, 2011; Swee, 2009; Valente, 2011) and may be mediated by a variety of contextual factors as well as the intensity and length of conflict (Shields & Paulson, 2015). More evidence is needed on these mediating factors.…”

Section: Discussionmentioning

confidence: 99%

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Education in Emergencies: A Review of Theory and Research

Burde

Kapit²,

Wahl

et al. 2016

Review of Educational Research

173

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In this article, we conduct an integrative and rigorous review of theory and research on education in emergencies programs and interventions as international agencies implement them in areas of armed conflict. We ask several questions. How did this subfield emerge and what are the key conceptual frameworks that shape it today? How do education in emergencies programs affect access, learning, and protection in conflict-affected contexts? To answer these questions, we identify the conceptual frameworks and theoretical advances that have occurred since the inception of the field in the mid-1990s. We review the theories that frame the relationship between education and conflict as well as empirical research that tests assumptions that underpin this relationship. Finally, we assess what we know to date about "what works" in education in emergencies based on intervention research. We find that with regard to access, diminished or inequitable access to education drives conflict; conflict reduces boys' and girls' access to education differently; and decreased distance to primary school increases enrollment and attendance significantly for boys and even more so for girls. With regard to learning, education content likely contributes to or mitigates conflict, although the mechanisms through which it does so remain underspecified; 671594R ERXXX10.3102/0034654316671594Burde et al.Education in Emergencies research-article2016 Burde et al. 620 and peace education programs show promise in changing attitudes and behaviors toward members of those perceived as the "other," at least in the short term. Finally, providing children living in emergency and postemergency situations with structured, meaningful, and creative activities in a school setting or in informal learning spaces improves their emotional and behavioral well-being.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Education in Emergencies: A Review of Theory and Research

Burde

Kapit²,

Wahl

et al. 2016

Review of Educational Research

173

View full text Add to dashboard Cite

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“…Establishing evidence for a causal relationship, and not merely a correlational relationship, is challenging, and as demonstrated by Blattman and Miguel (2010), de Groot and Göksel (2011), and Lai and Thyne (2007), armed conflict may also affect education. Although precise statistics on the effect of conflict on education are difficult to find, it seems clear that the impact can be considerable (Novelli & Cardoso, 2008).…”

Section: Methodsmentioning

confidence: 99%

Does Education Lead to Pacification? A Systematic Review of Statistical Studies on Education and Political Violence

Østby

Urdal

Dupuy

2018

Review of Educational Research

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Does more education lead to less political violence, and may education thus be a tool for peace? This article provides the first systematic review of the existing quantitative literature on education and political violence. Looking at arguments pertaining to levels, expansion, inequality, and content of education, we identify 42 quantitative studies from the time period 1996 to 2016 that test the relationship between various measures of education and political violence. An emerging scholarly consensus seems to be that education has a general pacifying effect. However, this general conclusion is challenged by recent evidence showing above-average levels of education among terrorists and genocide perpetrators. This, as well as other findings, underscore that the relationship between education and political violence is complex and multidimensional, depending on type of political violence, mediating factors, and level of analysis. We conclude with policy implications from our findings and discuss directions for future analysis.

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“…Various studies (e.g. Bullough et al, 2014;de Groot and Goskel, 2011) have employed snowballing to obtain primary research data from conflict or post-conflict contexts.…”

Section: Sampling and Data Collectionmentioning

confidence: 99%

“…(FCO) advise against all travel to Maiduguri and the northeast has barely changed since the visit in 2014. Various studies (e.g.,Bullough et al, 2014;de Groot and Goskel, 2011) have employed snowballing to obtain primary research data from conflict or post-conflict contexts.A diverse group of mostly male participants aged between 23 to 55 years, living and working in Bornu State and conurbation, participated in this study. The participants have university degrees and were fluent in English language.…”

mentioning

confidence: 99%

Entrepreneurship education knowledge transfer in a conflict Sub-Saharan African context

Anosike

2017

JSBED

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Purpose The purpose of this paper is to explore how entrepreneurship education (EE) interacts with knowledge transfer and entrepreneurial behaviour in a conflict Sub-Saharan African context. Design/methodology/approach In-depth telephone interviews of 20 participants who benefited from EE knowledge transfer were used to document and analyse the effect of EE on their behaviours as micro-entrepreneurs in a conflict zone. Findings These participants exhibited rare forms of innovative behaviour, through their business skills, gained from their involvement in EE. In relation to the effect of the conflict on their entrepreneurial behaviours, it emerged that the conflict was not the major barrier to entrepreneurial intentions, it however affected how they made strategic decisions about downsizing, advertising and future business plans. Consequently, these decisions altered at different junctures because of the conflict and, therefore, defined their coping strategies. Practical implications The paper advocates a policy shift towards a more collaborative sub-regional approach to tackling the underlying causes of conflict in Sub-Saharan Africa through investment in EE strategies as a spur to economic development. Central to this are a priori assumptions about economically disadvantaged populations and their symbiotic relationship with conflict, a phenomenon frequently exploited by armed groups with deviant agenda. Thus, access to employment opportunities could benefit disadvantaged populations, thereby plays a decisive role in conflict mitigation. Originality/value The paper provides empirical analysis integrating EE with knowledge transfer and entrepreneurial behaviour in a conflict Sub-Saharan African context. In this way, novel insights are provided that contribute to current efforts aimed at developing a robust theoretical and conceptual foundation for EE domain.

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Conflict and Education Demand in the Basque Region

Cited by 13 publications

References 23 publications

Education in Emergencies: A Review of Theory and Research

Education in Emergencies: A Review of Theory and Research

Does Education Lead to Pacification? A Systematic Review of Statistical Studies on Education and Political Violence

Entrepreneurship education knowledge transfer in a conflict Sub-Saharan African context

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