Abstract
Upegui-Hernandez contributes to work on social capital and peace-building by situating Colombian national educational policy discussions within the larger social, political and economic context of globalisation and global politics of today. Questions regarding the roles of schools, particularly the role of schools in maintaining the status quo and thus furthering structural violence are most frequently asked by those who work in school settings (Brown, & Quinn, 2001; Kahne, O'Brien, & Quinn, 2001). Recently, we find this topic addressed by others from a wider range of professions and places (Lipman, 2005; McCarthy, Borgoiakova, Gilmore, Lomawaima, & Romero, 2005; Schwebel, 2003). Through her own background and work as a Columbian peace psychologist, Upegui-Hernandez draws upon a wide range of theoretical traditions and both a specific national as well as international context. Consequently, she raises critical questions about the role that Escuelas Nuevas play in Colombia's national processes of peace-building (Christie, 2006). She underscores her conclusion that although the existence of social capital in a community is important, is should not stand in the place of state and international programs for social justice.