Paper short abstract:

This paper posits an analysis of teachers in post-conflict Liberia and how they are caught in between ensuring peace through teaching peace education, and trying to survive tough economic, political and social conditions.

Paper long abstract:

Research in recent times as increased awareness at the international level on the phenomenon of education for peacebuilding. Current policy debates on the matter in relation to teachers as implementers of peace education in post-conflict societies tend to be conducted in very general terms. This paper argues that, to ensure the success of education for peacebuilding, the role of teachers is paramount and there is a need for in-depth understanding of teachers in post-conflict societies, especially in the Sub-Saharan African region.

In so doing the paper posits an analysis of teachers in post-conflict Liberia and how they are caught in between ensuring peace through teaching peace education, and trying to survive tough economic, political and social conditions.

This paper interrogates existing perspectives on teachers' agency in post- conflict settings and teachers as implementers of peacebuilding programmes in affected societies in academic journals and programme documents and develop an argument in favour of a greater understanding of teachers being caught in the midst of political, economic and social struggles in the process of carrying out their 'expected' duties. Taking a discourse analysis approach, to examine such concepts as 'teachers' agency', 'peace education' and 'social identity', the paper identifies key issues for research.

The relations between such conceptual issues and their consequences 'on-the-ground' are further explored through field work in Liberia. The findings highlight the importance of conceptual clarification and understanding for policy processes that have implications for the access, equity and quality of education.