A study of Ugandan children's perspectives on peace, conflict, and peace-building: a liberation psychology approach
Date
2018
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Peace Psychology
Abstract
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.
Description
Keywords
Uganda,, Peace-building,, Liberation psychology
Citation
Mayengo, N., Namusoke, J., Byamugisha, G., Sebukalu, P., Kagaari, J., Auma-Okumu, S., ... & Dennis, B. (2018). A study of Ugandan children’s perspectives on peace, conflict, and peace-building: A liberation psychology approach. Peace and Conflict: Journal of Peace Psychology, 24(3), 354.