Analytical Framework and Methodological Approach to Research Education and Peacebuilding

This chapter introduces the main theoretical premises that shaped and informed the research that is presented in the following chapters. After providing the working definitions for key concepts applied in the book, the main “4Rs” analytical framework (Novelli M, Lopes Cardozo, Smith A, J Educ Emerg 3(1):14–43, 2017) is introduced. While building on Fraser’s (New Left Rev 36:79–88, 2005) work on the three connected dimensions of social justice – redistribution, recognition and representation – specific attention is paid to the “fourth” R of reconciliation, and on how these four dimensions interrelate in a conflict-affected context such as Myanmar. A connection is then made to further underlying theoretical inspirations drawn from the Strategic Relational Approach (SRA, see Jessop (New Form 56:40–53, 2005) and the Critical Cultural Political Economy of Education (CCPEE, see (Robertson SL, Dale, Glob, Soc Educ 13(1):149–170, 2015) – and how these insights underlie both the 4Rs framework, as well as the methods applied in the research presented in this book, resulting in a mostly explorative and qualitative methodology. Finally, the chapter briefly outlines the key ethical considerations around anonymity and consent in the highly sensitive and conflict-affected context of Myanmar.