Project Description

This project traces education policy changes in relation to conflict in Cameroon by analyzing policy documents, textbooks, and curricula. Using a qualitative method called process-tracing, this study aims to observe shifts over time and understand peacebuilding mechanisms in the context of conflict-affected Cameroon. This project seeks to unfold how peace discourses in education interact with nationalist discourses, how international organizations shape these narratives, and how these dynamics relate to the occurrence of conflicts and socio-political crises.

Bio

Camille is a Ph.D. candidate in International and Comparative Education at Teachers College, Columbia University. Her research examines the relationship between peace education, nationalism, and intergroup conflict. Using mixed methods, she investigates both cross-national policy trends and country-level mechanisms through which education contributes to, or mitigates, peacebuilding in contexts of conflict. During her doctoral studies, she has been a UNESCO IBE Fellow and an International Rescue Committee Fellow, working on issues related to education for peace. Her recent work has been published in the Comparative Education Review and featured on the UNESCO Ideas Lab website.