Rethinking peace education: a cultural political economy approach

Through a case study of a peace education intervention in post war Sierra Leone, this paper seeks to contribute to the ongoing critique of dominant peace education approaches that seek attitudinal and behavioralchange in conflict-affectedsocieties. Specifically, the article interrogates ‘Emerging Issues,’ a curriculum intervention developed between 2007 and 2008 by UNICEF for teachers in Sierra Leone. It applies the analytical framework of Cultural Political Economy, an interdisciplinary theoreticalcurrent that extends traditional concerns of political economy with power and institutions to show their interaction with cultural processes of meaning-making. The insights suggest that this approach to peace education might not be as benign as projected.Instead, we assert that it promotes a form of pacification derived from a decontextualized curriculum that treats victims as guilty and in need of attitudinal and behavioralchange, whilst avoiding engagement with the structural and geopolitical drivers that underpin many contemporary conflicts.