Paper short abstract:

This paper draws on the neglected expertise, insights and experiences of South Sudanese teachers during a period of civil war to explore the relationship between education and peace. It is based on extensive ethnographic and collaborative action research with and by teachers.

Paper long abstract:

This paper validates South Sudanese teachers as education experts, civic leaders, and everyday peacebuilders. It is based on a year of ethnographic and collaborative action research with and by teachers, including over 90 life histories; and is enriched by the long-term experiential knowledge of three of the co-authors. We provide an insight into the history of education in South Sudan, and a comparison of experiences in the distinctive localities of Abyei and Nimule, since the civil war of December 2013.

We show that in this new nation, fractured by decades of conflict, education is a scarce and valued resource. Teachers are undermined by the dominant political practices of ethnic patronage, kleptocracy, and violence. They have low salaries, and some abuse their positions or neglect their duties, while others leave to take up 'NGO jobs' or positions in government or the military. Yet, even in these exceptionally harsh circumstances, teachers display their potential as quotidian peace actors. This has little to do with the content of their curriculum; most lack even basic materials such as chalk and text-books. Instead it is a matter of commitment, integrity and local ingenuity. They find ways to cultivate a sense of 'family'; solve internal conflicts; and preserve a space apart from national or intercommunal conflicts among traumatised pupils. In turn, delivering education produces authority and sustains practices of civicness within communities. This is reflected in local expressions of respect, support and even protection for teachers, encouraging a belief that "teachers are for everyone".