Copy the page URI to the clipboard
Akanji, Tajudeen; Ebubedike, Margaret; Kunock,, Afu Isaiah; Mala, Aziz; Hadiza, Kiari Fougou; Bourma, Malato Ouya and Nwoye, Adaobi (2024). A ‘Hidden’ Crisis-In-Crises: A Transformative Agenda ‘Boko-Haram and Education’ In the Countries of The Lake Chad Region Through Visual Narratives. In A ‘Hidden’ Crisis-In-Crises: A Transformative Agenda ‘Boko-Haram and Education’ In the Countries of The Lake Chad Region Through Visual Narratives. Open University, Milton Keynes, UK.
Abstract
This networking research forged new links with partners in the Lake Chad region to address the out-of-school population affected by the Boko Haram crisis. The project employed arts-based methodologies, particularly, participatory photography and storytelling, to allow participants to deeply communicate sensitive subjects and influence social change. By placing the research design and data collection in the hands of participants, the study highlights how these methods can yield new insights and empower local communities.
The research underscores the need to address structural inequalities caused by prolonged conflict for sustainable empowerment. It critiques top-down approaches by regional and national agencies, advocating for bottom-up, participatory methodologies that engage local socio-political contexts. This collaborative approach aligns with SDG 17, emphasizing strong partnerships for achieving sustainable development goals and improving educational outcomes in crisis-affected regions.
Plain Language Summary
This research brings together network partners in the Lake Chad region, addressing the issue of children missing school due to the Boko Haram crisis. The project uses creative methods like participatory photography and storytelling, allowing community members to share their experiences and influence social change. By letting participants lead the research, the study shows how these approaches can offer new insights and empower local communities.
The research highlights the importance of addressing deep-rooted inequalities caused by ongoing conflict for lasting positive change. It criticizes top-down approaches by government agencies, instead advocating for methods that involve and consider the local context. This collaborative approach supports the idea that strong partnerships are essential for achieving sustainable development goals and improving education in regions affected by conflict.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
