This paper presents a model of education for application in conflict-affected contexts. There is an increasing interest, in both academic and development communities, in closing the gaps that exist between theory and practice in educational development in conflict-affected settings. Our model was developed within a theoretical framework of complexity science and critical theory and was derived from an empirical research project from Northern Uganda that employed the methodology of phenomenography. The model is termed “dichotomous” as it proposes that children’s learning is both organic (i.e. a natural human trait) and institutional as it is driven and developed by formal education. Within this model, schools are seen as villages: environments that provide opportunities and engender cultures for learning. Local teachers are identified as co-creators of these cultures, environments and opportunities, and as agents of change. Learning experiences are viewed as opportunities for enhanced growth through active learning, emotional rehabilitation and exposure to healthy models. Belief systems are core to this educational model, as knowledge is generated from culture.
12th Annual Education and Development Conference, Bangkok, Thailand 5-7 March 2017