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Education and social change in post-conflict and post-disaster Aceh, Indonesia

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  • Shah, Ritesh
  • Lopes Cardozo, Mieke

Abstract

The paper analyses the context in which education in Aceh acts strategically to advance an agenda of social transformation. Applying a cultural, political economy analytical framework, it identifies ways in which education is embedded in key cultural, political, economic and social struggles at present. They include: (1) the redistribution of educational opportunities and access; (2) ambiguous spaces for democratic representation in a decentralised educational structure; (3) competing notions of how diversity is acknowledged within Indonesia and Aceh Province; and (4) conflicted approaches to reconstruction following the 2004 tsunami and end of conflict in 2005.

Suggested Citation

  • Shah, Ritesh & Lopes Cardozo, Mieke, 2014. "Education and social change in post-conflict and post-disaster Aceh, Indonesia," International Journal of Educational Development, Elsevier, vol. 38(C), pages 2-12.
    • Handle: RePEc:eee:injoed:v:38:y:2014:i:c:p:2-12
    DOI: 10.1016/j.ijedudev.2014.06.005
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    References listed on IDEAS

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    1. Daniel Suryadarma, 2012. "How corruption diminishes the effectiveness of public spending on education in Indonesia," Bulletin of Indonesian Economic Studies, Taylor & Francis Journals, vol. 48(1), pages 85-100, April.
    2. Lynn Davies, 2010. "The Different Faces of Education in Conflict," Development, Palgrave Macmillan;Society for International Deveopment, vol. 53(4), pages 491-497, December.
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    Cited by:

    1. Bahou, Lena, 2015. "Addressing issues of (in)justice in public schools within postwar Lebanon: Teachers’ perspectives and practices," International Journal of Educational Development, Elsevier, vol. 43(C), pages 63-76.

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