This essay investigates the gendered dimension of education interventions delivered in northeast Nigeria and its impact on sustainable peace in the region. This essay puts the focus on the less recognized effects of the Boko Haram conflict on boys’ education. It argues that addressing boys’ vulnerability in this conflict context by investing in their learning through peacebuilding education approaches is an essential part of a response to education and peace challenges in Northeast Nigeria. In this regard, the essay utilizes the critical themes in the field of education and conflict studies – education as a victim and education as an accomplice in discussing the nexus between the conflict and boys’ education in Northeast Nigeria and discusses how peacebuilding education can be relevant in engaging boys in this context.
Table of Contents
1.0 Introduction
2.0 Contextual Background: The Interactions between Education and Boko Haram Conflict in Northeast Nigeria with a focus on Boys’ Education
2.1 Education as a Victim
2.2 Education as an Accomplice
3.0 Peacebuilding Education
4.0. Peacebuilding Education Approaches for Advancing Boys’ Education in Northeast Nigeria
5.0 Conclusion
References
Objectives and Key Themes
This essay investigates the gendered dimensions of education interventions in northeast Nigeria, specifically exploring how the current focus on girls' education may inadvertently neglect the vulnerabilities of boys. The work emphasizes the critical need for inclusive programming and peacebuilding approaches to prevent boys from being recruited by extremist groups, arguing that neglect of this demographic creates a pathway for the reproduction of conflict in the region.
- The impact of Boko Haram conflict on educational accessibility and safety.
- Education as both a victim of insurgency and a potential catalyst for inequality.
- The transformative role of peacebuilding education in conflict-affected contexts.
- Strategic non-formal interventions, including safe spaces and social entrepreneurship, to foster resilience in boys.
Excerpt from the Book
2.1 Education as a Victim
Access to education and the benefits of being educated has been undermined for children, both boys and girls in conflict-affected settings (UNESCO, 2018, 2011). In this sub-section, I will be discussing how education and particularly boys’ education have been a victim of the Boko Haram conflict in northeast Nigeria. The ongoing Boko Haram conflict has affected nearly fifteen million people (men, women, boys, and girls) in the region (Bertoni et al., 2018). The conflict is deeply rooted in the ideology that western education interferes with the Islamic values and therefore, forbidden (Musa and Kurawa, 2018). This conflict has disrupted education and social services, women and girls abducted while the sect has forcefully recruited men and boys (Bertoni et al., 2018; UNOCHA, 2015; World Bank, 2015). As noted by Pherali (2016), there are several ways armed conflict can affect education. For example, these can come in the form of i) attacks on teachers and children for defying extreme ideologies and going to school; ii) destruction of school infrastructures; and iii) armed forces occupying schools for military purposes (Pherali, 2019, 2016; GCPEA, 2018a). The Boko Haram attack on education in the region has reflected these forms. School children, teachers, and schools have been victims of this conflict. Evidence, as reported by Human Rights Watch (2016), shows that an estimated number of 952,028 school-age children lost access to education, 600 teachers killed, 2,000 students abducted, 910 schools destroyed, and over 1500 schools forced to shut down between 2009 and 2015.
The adverse effects of this conflict on education have majorly been viewed from girls’ education perspective like in the case of 110 schoolgirls taken from Government Girls Science and Technical School (Nagarajan, 2018), the case of the abduction of over 200 Chibok girls and many other school girls abductions (GCPEA, 2019, 2018b; Human Rights Watch, 2016). Likewise, this conflict has hugely affected boys’ education in this region. There is much evidence on the Boko Haram group recruiting boys from schools and forcing them to reject western education in this region (for example Yakubu, 2016; Isokpan and Durojaye, 2016; World Bank, 2015).
Summary of Chapters
1.0 Introduction: This chapter introduces the catastrophic impact of Boko Haram on education in Northeast Nigeria and outlines the essay's focus on the often-overlooked vulnerabilities of boys in this conflict.
2.0 Contextual Background: The Interactions between Education and Boko Haram Conflict in Northeast Nigeria with a focus on Boys’ Education: The chapter explores the theoretical roles of education in conflict zones, identifying it as a victim of attack and a potential magnifier of societal inequalities.
2.1 Education as a Victim: This section details how the Boko Haram insurgency has physically destroyed educational institutions and specifically targeted students through abduction and forced recruitment.
2.2 Education as an Accomplice: The chapter discusses how the uneven distribution of educational aid, which heavily favors girls at the expense of boys, can inadvertently create grievances and socioeconomic conditions that fuel further conflict.
3.0 Peacebuilding Education: This section defines the scope of peacebuilding education and its potential to transform behaviors and attitudes, serving as a restorative framework in conflict-affected regions.
4.0. Peacebuilding Education Approaches for Advancing Boys’ Education in Northeast Nigeria: The chapter proposes practical non-formal education initiatives, such as safe spaces, critical thinking projects, and social entrepreneurship, to build resilience among boys.
5.0 Conclusion: The concluding section synthesizes the findings, arguing for an urgent, balanced approach to education that addresses the needs of both boys and girls to secure sustainable peace.
Keywords
Boko Haram, Northeast Nigeria, Boys’ Education, Education in Emergencies, Peacebuilding Education, Conflict Sensitivity, Non-formal Education, Social Entrepreneurship, Gender Inequality, Sustainable Peace, Violent Extremism, Critical Pedagogy, Safe Spaces, Youth Recruitment, Education Access
Frequently Asked Questions
What is the primary focus of this research paper?
The paper focuses on the gender dimensions of education in emergencies within Northeast Nigeria, particularly highlighting the neglected impact of the Boko Haram conflict on boys' education and their subsequent vulnerability to recruitment.
What are the central thematic fields addressed in the work?
The core themes include the intersection of violent extremism and education, the role of international aid in creating educational inequalities, and the application of peacebuilding pedagogy in volatile environments.
What is the main objective or research question of this study?
The goal of the study is to illustrate that failing to invest in boys' education alongside the current focus on girls' education creates a gap that may sustain or exacerbate the conflict, and to suggest peacebuilding initiatives to mitigate these risks.
Which scientific methods or theoretical frameworks are employed?
The author uses a literature-based analytical approach, drawing on established themes such as "education as a victim" and "education as an accomplice" and utilizing Freirean dialogic humanizing pedagogy to suggest interventions.
What topics are covered in the main body of the paper?
The main body examines the contextual background of the conflict, the ways schools have been victimized, how aid policies can become counterproductive, and specific pedagogies like learner-led projects and social entrepreneurship for boys.
Which keywords define the core of this publication?
The key concepts include Boko Haram, education in emergencies, boys' education, peacebuilding, critical pedagogy, and social entrepreneurship.
How does the author define "education as an accomplice"?
The author describes education as an accomplice when policies and aid interventions contribute to social and economic exclusions, potentially exacerbating grievances by disproportionately focusing on one demographic while ignoring the needs of others.
Why are "Safe Spaces" considered essential for boys in Northeast Nigeria?
According to the text, safe spaces provide a necessary environment for guided critical self-reflection, allowing boys to question violent extremist ideologies and build the interpersonal skills required to become agents of positive social change.
- Quote paper
- Onyeka Akunna (Author), 2020, Gender Dimensions of Education in Emergencies in North-East Nigeria, Munich, GRIN Verlag, https://www.grin.com/document/1254910
