Date of Award


Document Type

Masters Thesis

Degree Name


Organizational Unit

Josef Korbel School of International Studies

First Advisor

Timothy Sisk, Ph.D.

Second Advisor

P. Bruce Uhrmacher

Third Advisor

Devin Joshi


Education and conflict, Gulu District, Northern Uganda, Primary schooling, Sub-Saharan Africa


The changing nature of armed conflict in the 21st century, marked by indiscriminate targeting of civilians, poses severe challenges for the continuation of teaching and learning in war-affected countries. Conflict may affect schooling directly through attacks on students, teachers, and schools, as well as indirectly by affecting individuals' livelihoods, the state's capacity to deliver services, and refugee flows. Further, schools may reflect conflict and violence through oppressive or divisive linguistic policies or curricula, the use of corporal punishment, and sexual violence against students. However, the existing empirical research on the nexus between education and conflict, by focusing on indicators of participation, does not adequately reflect the magnitude of the problem. Through an analysis of education indicators on progression and completion in Sub-Saharan Africa and a case study of primary schooling in Gulu District in Northern Uganda, this study explores the patterns and mechanisms which characterize and link education and conflict.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Sarah Gates


Received from ProQuest

File Format




File Size

140 p.


International relations, Education