ABSTRACT

Education is increasingly becoming central to debates about how to promote peace in conflict-affected societies. Equitable access to quality learning, promotion of social justice through educational reforms and conflict-sensitive curricular and pedagogical approaches are viewed as peace supporting educational interventions. Drawing upon the existing body of literature in the area of education, conflict and peace in Southern Thailand and reflecting on Nancy Fraser’s theory of social justice and applying the 4Rs framework, this paper provides a critical analysis of inequalities, cultural repression and epistemic domination through education. The paper argues that the 4Rs framework usefully exposes underlying structural tensions in education but does little to show avenues for rupturing unequal power relations and hegemonies that reproduce systems of domination and social exclusion at the macro level. The real hope, however, lies in the potential use of the 4Rs as a tool for grassroots political socialisation.

摘要

教育正日益成为关于如何在受冲突影响的社会中促进和平的辩论的核心。公平获得优质学习、通过教育改革促进社会正义以及对冲突敏感的课程和教学方法被视为支持和平的教育干预措施。本文借鉴泰国南部教育、冲突与和平领域的现有文献，反思南希·弗雷泽的社会正义理论并应用 4Rs 框架，通过教育对不平等、文化压抑和认知支配进行批判性分析. 该论文认为，4Rs 框架有效地揭示了教育中潜在的结构性紧张，但几乎没有说明打破不平等权力关系和霸权的途径，这些权力关系和霸权在宏观层面上再现了统治和社会排斥的制度。然而，真正的希望在于 4R 的潜在用途，作为基层政治社会化的工具。