Education as a Catalyst for Peacebuilding beyond the Classroom

This paper explores the transformative potential of Education in Emergencies (EiE) as a tool for peacebuilding beyond the classroom. While EiE is often framed as a response to crisis-induced disruptions, this paper argues that its true value lies in addressing the deeper structural inequalities that perpetuate conflict and marginalisation. Drawing on Galtung’s theory of positive peace and Illich’s vision of decentralised learning, the discussion examines how education can either reinforce existing power imbalances or serve as a catalyst for reconciliation, equity, and social cohesion. Case studies from South Sudan, Rwanda, and Afghanistan highlight both the barriers and breakthroughs within EiE, including the role of trauma-informed pedagogy, culturally relevant curricula, and community-led approaches. Despite challenges such as underfunding, rigid frameworks, and external dominance, examples like Rwanda’s post-genocide reforms and UNICEF’s Back-to-School initiatives demonstrate how context-sensitive education can restore dignity, rebuild communities, and lay the groundwork for sustainable peace. Ultimately, this paper advocates for a shift from externally imposed solutions to community-driven educational responses that centre local knowledge, equity, and resilience in crisis-affected settings.