An examination of intra-secondary school conflicts in complex emergencies, the case of Sierra Leone

grantor: University of TorontoThis study describes how selected teachers and students in secondary schools in urban Sierra Leone perceive and manage interpersonal conflicts during complex emergencies, with a view to identifying the challenges for building a culture of peace and for further research. Using a qualitative research paradigm, the study examines how the interview subjects understand the meaning of interpersonal conflict and its effects on student-student and student-teacher relationships. The study also examines what types of conflicts the interview subjects experience in school, the root causes of these conflicts and how they respond to them. The data for this study were collected using semi-structured and unstructured interviews, documentary analysis, and the researcher's personal observations and lived African experiences. Key concepts such as 'the meaning of intra-school conflicts, adult education, peace, peace education, structural violence' and 'structural conflict, non-violence' and 'complex emergency,' used in the study are also defined. Due to the relatively limited research on how African students and teachers perceive and manage inter-personal conflicts, the study uses conceptual frameworks mostly from a North American context and elsewhere. The data reveal that nearly all the interview subjects perceive conflict from a negative perspective. Very few of them perceive conflict as having any positive values. The study indicates that interview subjects experience conflicts that are mostly related to basic human needs, particularly--adequate food, safe drinking water, adequate school supplies, conducive classrooms, respect for human rights, gender equality, peaceful relationships, safe school environment and reasonably good and regular teachers' salaries. According to the study, most of the interview subjects' respond to conflict violently. Very few use non-violent responses. In order to build a culture of peace particularly in the secondary schools in Sierra Leone, the study proposes the integration of a Transformative Peace Education (TPE) Programme in the school curriculum. The study suggests thematic areas for TPE including, 'critical awareness building on gender equality, anti-tribalistic education, democracy' and 'human rights' and 'training on constructive conflict resolution'. The study highlights some of the major challenges of TPE, raises questions for further research and concludes with a prayer for enlightenment for all Sierra Leoneans.Ph.D