A study of Ugandan children's perspectives on peace, conflict, and peace-building: a liberation psychology approach
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Date
2018Author
Nathaniel, Mayengo
Jane, Namusoke
Gastone, Byamugisha
Paul, Sebukalu
James, M Kagaari
Santos, Auma-Okumu
Ali, Baguwemu
Edward, Rutondoki Ntare
Kirabo, Nkambwe Nakasiita
Richard, Atuhairwe
Maria, Kaahwa Goretti
Gerald, Ojok Okumu Oruma
Chalmer, E. Thompson
Barbara, Dennis
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Bulhan (1985, 2015) urged psychologists to advance their research and practice by attending to meta-
colonialism, a structural phenomenon built on a history of violence and oppression that assaults all
manner of individual, community, and societal well-being. In line with this urging, a primarily Ugandan
team of researchers conducted a study of primary school children’s perspectives on conflict, peace, and
peace-building. At each stage of the research process, the team members sought to recognize and resist
the reproduction of meta-colonialism while move toward more emancipatory practices. In this
theoretical paper, we explain how we applied a liberation psychological approach to the design, conduct
and analysis of the study. We also show how the findings of the study contribute to our ongoing work in
fostering structural changes in one of the schools, its surrounding region, and to the nation as a whole.