TOWARDS A SOCIO-CULTURAL RESTORATIVE PEACE EDUCATION (SCRPE) MODEL FOR EAST AFRICA: A COMPARATIVE ANALYSIS FROM FOUR POST-CONFLICT STATES

Peace education is crucial for sustainable peacebuilding in post-conflict states, yet its implementation often lacks coherence with local socio-cultural realities. In East Africa, while various approaches exist, a comprehensive framework integrating psychological, cultural, and justice-oriented dimensions is absent. This study aims to analyze peace education practices in four East African post-conflict states: Democratic Republic of the Congo (DRC), Burundi, Rwanda, and Somalia, proposing an integrated model to address identified systemic gaps. We conducted a comparative qualitative analysis, utilizing a systematic narrative review of secondary sources, including peer-reviewed literature and NGO reports. Data were analyzed thematically, employing a priori codes from three core peacebuilding domains: Social-Emotional Learning (SEL), Indigenous Reconciliation, and Restorative Justice. The analysis reveals distinct yet unbalanced approaches: the DRC focuses on trauma-oriented SEL but lacks cultural elements; Burundi emphasizes Indigenous Reconciliation and community Restorative Justice without formal integration; Rwanda promotes national identity but suppresses grassroots dialogue; Somalia showcases organic integration at the community level, yet struggles with national coordination. Critically, no case demonstrates a balanced integration of all three pillars, creating gaps that limit transformative potential. Based on this analysis, we propose the Socio-Cultural Restorative Peace Education (SCRPE) model as a holistic framework that addresses individual healing, cultural legitimacy, and communal justice. For peace education to foster long-term social transformation in East Africa, policymakers must adopt this integrated, systemic approach.