School Arts and Social Sciences

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Browsing School Arts and Social Sciences by Author "Angucia, Margaret"

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    Child soldiers or war affected children? Why the formerly abducted children of northern Uganda are not child soldiers
    (Intervention, 2014) Angucia, Margaret
    In many places around the globe, over many centuries, adults have forcibly involved children in war. In more recent times, these forcibly involved children have come to be collectively referred to as ‘child soldiers’, in an attempt to address the crises that these children experience within war conditions. However, recent ¢eld experiences from northern Uganda show that children, formerly abducted by the Lord’s Resistance Army, as well as the community they return to, do not consider themselves as soldiers. This paper explains the reasons why the children reject this categorisation and prefer to be regarded as war a¡ected. This paper concludes with the warning that erroneous categorisation of war a¡ected children might in£uence, and/or undermine, the e¡ectiveness of targeted intervention programmes.
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    Children and War in Africa: The Crisis Continues in Northern Uganda
    (Professors World Peace Academy, 2009) Angucia, Margaret
    Since the 1990s when the nature of conflict changed from interstate to intrastate, the use of children in the battlefronts and related places has become unprecedented. This paper discusses issues on children and war based on African experiences. The paper shows how children and their surroundings suffer in war conditions and how the crisis of use of children continues in northern Uganda. Issues that face children in war refuse to go away, the paper concludes. This paper is a version of the theoretical framework of the author's thesis on the social reintegration of war-affected children in northern Uganda. She is indebted to Inge Hutter, Peter Kanyandago and Jacques Zeleen.
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    Teacher and Administrator Perceptions of Peace Education in Milwaukee (US) Catholic Schools
    (Routledge Journals, Taylor & Francis Ltd, 2021-11-08) Velez, Gabriel; Angucia, Margaret; Durkinc, Thomas; O’Brien, Lynn; Walker, Sherri
    Often intersecting with systemic inequity and injustice, young people’s exposure to community violence has been linked to a myriad of developmental impacts. A growing literature demonstrates the potential of peace education programs to promote resilient and prosocial outcomes for these individuals. Still, more work can be done to understand underlying mechanisms and implementation challenges to support these young people and build cultures of peace through education more effectively. In this article, we detail the theoretical foundation, context, and socioecological model for Marquette University Center for Peacemaking’s Peace Works program in Milwaukee, Wisconsin, United States, before presenting the results of focus groups with teachers and administrators where it was implemented. The conversations touched on how teachers and administrators perceive of the implementation of this peace education program, what impacts they observe in students and school culture, and obstacles to promoting peace in students, schools, and broader communities through this approach. Overall, we aim to contribute to understandings of peace education in violent urban contexts by offering a model built on a theoretical focus on nonviolent communication and behavior and a socioecological model for transformative change, as well as lessons from the program’s implementation.