Education in Peace-building: The Case of Post-Conflict Chittagong Hill Tracts in Bangladesh

Abstract

The paper frames the role of education in peace-building in the Chittagong Hill Tracts (CHT) of Bangladesh. The CHT witnessed ethnic conflict since the mid-1970s. The situation intensified with a government sponsored population transfer program toward the region that began in 1979, not only changed the demographic profile of the region, but it forcibly displaced many indigenous people (Pahari)-who less than two decades earlier had already been displaced by a hydroelectric project. Consequently, the Pahari, who were already in duress because of the land scarcity caused by the dam and transmigration, faced further survival problem in competition with the settlers that eventually led to a conflicting situation. However, an accord was signed in 1997 to end the two decade-long bloody conflict in the hills. Although 17 years have elapsed since the signing of the accord, still the CHT is neither a peaceful nor a secured region to its people. This paper posits, education is not a complete solution to the long-standing conflict; however, it has significant role to play in peace-building in the post-conflict and conflict-affected societies. Addressing the sensitive issues education can contribute to reconstruction and social renewal in the aftermath of conflict in the Chittagong Hill Tracts, Bangladesh.