International Review of Education

, Volume 64, Issue 1, pp 43–63 | Cite as

Education for peace through transformative dialogue: Perspectives from Kashmir

Original Paper


Research has shown that there has been severe disruption in the educational sector in Kashmir post-1989 (the year Kashmiri unrest erupted). Inhibiting problems include the destruction of school buildings, parents’ fear of sending their children to school, the recruitment of youth into armed groups, the economic decline of households, and forced displacement. This article examines the challenge posed by conditions of protracted conflict for young people and national education systems, based on a case study of Kashmir, India. The article has a twofold objective. First, it analyses how ongoing conflicts such as that in Kashmir impinge on both youth and education, and considers why it is necessary to engage substantively with national educational systems (through frameworks like Education for Peace) to promote transformative dialogue and sustainable peace. Second, it explores how contact-based, participatory models of education for peace (such as the Hum Kadam programme spearheaded by the non-governmental organisation Women in Security Conflict Management and Peace [WISCOMP] in Kashmir) can play a transformative role in divided societies, specifically in Kashmir and broadly in all situations of protracted religious and cultural conflict. Most importantly, it supports the rationale that spaces for dialogue in situations of protracted conflict are critical for making and maintaining peace.


conflict education for peace Kashmir India youth violence dialogue Hum Kadam 


Éducation pour la paix via le dialogue transformateur : perspective du Cachemire – La recherche constate que le secteur éducatif du Cachemire (Inde) connaît de graves perturbations depuis 1989 (année de l’apparition des troubles dans cette région). Parmi les problèmes sources de paralysie figurent la destruction de bâtiments scolaires, la crainte des parents d’envoyer leurs enfants à l’école, le recrutement de jeunes dans les groupes armés, l’affaiblissement économique des ménages et les déplacements forcés. Cet article explore à partir d’une étude de cas sur le Cachemire le défi que représentent les conditions d’un conflit prolongé pour les jeunes et pour les systèmes nationaux d’éducation. L’auteure poursuit un double objectif. Elle analyse d’une part comment les conflits actuels tel celui du Cachemire affectent à la fois la jeunesse et l’éducation, et examine pourquoi il est nécessaire de s’engager activement dans les systèmes éducatifs nationaux (au moyen de structures telles qu’Éducation pour la paix) pour stimuler le dialogue transformateur et la paix durable. Elle explore d’autre part comment les modèles d’éducation à la paix participatifs et fondés sur les rencontres (par exemple le programme Hum Kadam dirigé au Cachemire par l’organisation non gouvernementale WISCOMP [Women in Security, Conflict Management and Peace/Femmes en sécurité, gestion des conflits et paix]) peuvent jouer un rôle transformateur dans les sociétés divisées, en particulier dans cette région et plus globalement dans toutes les situations de conflit religieux et culturel qui perdurent. Enfin et surtout, elle soutient l’argument selon lequel les espaces de dialogue en situation de conflit prolongé sont décisifs pour instaurer et maintenir la paix.


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Copyright information

© Springer Science+Business Media B.V., part of Springer Nature, and UNESCO Institute for Lifelong Learning 2017

Authors and Affiliations

  1. 1.Department of International Relations, Faculty of Social ScienceSouth Asian UniversityChanakyapuriIndia

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