Off-campus UMass Amherst users: To download campus access dissertations, please use the following link to log into our proxy server with your UMass Amherst user name and password.

Non-UMass Amherst users: Please talk to your librarian about requesting this dissertation through interlibrary loan.

Dissertations that have an embargo placed on them will not be available to anyone until the embargo expires.

Author ORCID Identifier

N/A

AccessType

Open Access Dissertation

Document Type

dissertation

Degree Name

Doctor of Education (EdD)

Degree Program

Education

Year Degree Awarded

2018

Month Degree Awarded

September

First Advisor

Ash Hartwell

Second Advisor

Jaqueline Mosselson

Third Advisor

Mwangi Githinji

Subject Categories

African Studies | Educational Leadership | International and Comparative Education | International Relations | Other Education | Social and Philosophical Foundations of Education

Abstract

ABSTRACT

APPLYING STAKEHOLDER ANALYSIS TO LAY THE GROUNDWORK FOR CONFLICT-SENSITIVE EDUCATION IN THE SOMALI EDUCATION SECTOR

SEPTEMBER 2018

NINA ARISTEA PAPADOPOULOS

B.A., University of South Carolina, Columbia

M.A., American University, Washington, D.C.

Ph.D., UNIVERSITY OF MASSACHUSETTS, AMHERST

Directed by Ash Hartwell, College of Education

This research represents the growing convergence of two previously discrete fields: education in conflict and crisis, and stakeholder analysis. Momentum for an improved and more sophisticated approach to education in conflict and crisis is gaining speed. We are now engaged in a crucial analysis of the interaction between the conflict or crisis and the education system, with focus on how this interaction is displayed within power and physical structures, relationships, resource allocation, and content. Through this research, I argue that central to the achievement and success of conflict sensitivity in education resides the analysis of key stakeholder positions and behaviors, including the intentions, interrelations, agendas, interests, and resources they bring.

In this dissertation, I accomplish the following:

1. Review the evolution of education in crisis and conflict contexts, and key theories and traditions that underpin the analysis and application of conflict sensitivity in education.

2. Document and analyze the components of policy and practice issue(s) that have the potential to improve conflict sensitivity in education programs in Somalia.

3. Identify key primary and secondary stakeholders, including both individuals and groups, and create tools and a typology for further analysis and characterization.

4. Make conclusions regarding key stakeholder positions and behaviors around conflict-sensitive education, including power relations, perspective, and degree of influence.

This dissertation provides evidence that achieving a more conflict-sensitive education system is less an isolated accomplishment, but rather reflects recognition of the behaviors and relative influence of stakeholders within the education system itself. It improve understanding of what motivates individuals or groups to enact the changes that lead to a more conflict-sensitive education system. This relatively new construct needs to be applied and analyzed in order for teachers, parents, education planners, and donors to better understand its benefits, utility, and challenges. By mapping and analyzing characteristics of key stakeholders, including their positions and behaviors around efforts to effect improvements in education I explore their power dynamics, perspectives, and ability to influence changes within the design and implementation of conflict-sensitive education programs in Somalia.

Keywords: conflict-sensitive education, Somalia education, stakeholder analysis, education policy, fragile states, conflict-affected, international education

DOI

https://doi.org/10.7275/12643432

Download

Share

COinS