Development Education and Conflict

This blog was written by Gertrude Cotter (Lecturer at the Centre for Global Development, UCC), Zelalem Sibhat (Lecturer in Mekelle University, Tigray, Ethiopia), and Gerard McCann (Senior Lecturer in International Studies and Head of International Programmes at St Mary's College, Belfast), who facilitated a workshop called ‘War, Peace and the future of Development Education’ at the IDEA conference on Wednesday 23 June 2022. 


Below they each share personal reflections on the different elements of their workshop 

Reflections from Gertrude Cotter 


I introduced the theme of war and peace by showing images of where there is ‘war’ in the world.  Looking at the map, one participant astutely said ‘I see colonialism in that map’.  My own view is that colonialism is the key root cause of many of the issues we deal with in Global Citizenship Development Education (GCDE).    


My input primarily raised questions. For instance, why is the word ‘war’ not to be found anywhere in the Sustainable Development Goals document? Why, with 8 years left to achieve the SDGs, do we find the following facts at the Global Peace Index and United Nations sites?  

  • Between 2008 and 2021, the level of global peacefulness deteriorated by 2%. Since 2008 there has been increased political instability worldwide. According to the Global Peace Index: Conflict in the Middle East has been the key driver of the global deterioration in peacefulness since 2008; deaths from external conflict recorded a sharp deterioration driven by the Russian invasion of Ukraine; the rise in costs has increased food insecurity and political instability globally, with Africa, South Asia and the Middle East under greatest threat; the political terror scale, political insecurity, neighbouring country relations, refugees and IDPs reached their worst score since the inception of the GPI. 
  • 62% of those in extreme poverty are estimated to be living in countries at risk from high levels of violence by 2030. 

Another Question: Who is benefiting from war? Can this provide us with any answers? 


We also explored questions such as, what is the human cost and how are we in Ireland/Europe complicit in war around the world?  As Development Education practitioners we have to ask the question what, is the cost to ‘development’? ‘Development’ means wellbeing, lower inflation, more jobs, better education, health, housing, food security, economic, political and social stability.  Research by the World Economic Forum (WEF) shows that as peace increases, money spent containing violence can instead by used on more productive activities. Conflict and violence cost the world more than $14 trillion a year, the equivalent of $5 a day for every person on the planet.  According to the WEF just 2% reduction in conflict would free up as much money as the global aid budget.   


The core question discussed by participants related to the future of Global Citizenship and Development Education (GCDE) in the context of war and peace. Some key points that emerged are the need for capacity building and resources for educators; the power of the personal story; deep dialogue; peace studies needed within GCDE; critical media analysis; asking questions; preventing war; taking collective action. 


I would like to see learning groups within the wider GCDE community coming together around themes like war so that we can focus further on some of the issues raised. Through such working groups perhaps we can develop our collective knowledge, skills and methodologies, share resources, develop new resources and take collective action to further support change. 

Reflections from Zelalem Sibhat   


At the beginning of 2018, the four sister parties making up the Ethiopian People’s Revolutionary Democratic Front (EPRDF), the coalition governing Ethiopia at the time, investigated the drawbacks of the regime and concluded that they all bore responsibility for reforms where needed. Following this, Abiy Ahmed was selected as chairperson of the coalition and consequently prime minister of the state in March 2018. 


Almost immediately, however, he started using what is known as ‘4D’ tactics (Defining, Defamation, Distinction, and Detaining) on Tigrayans, setting the course for genocide as follows: 

  • The government used documentaries and dehumanizing terms to define Tigrayans in various public speeches such as ‘Daytime hyena’, ‘Tigrigna speakers’, ‘Cancers’, ‘weeds’, ‘Greedy Junta’, ‘Looters’. 
  • The government and its allies worked to alienate Tigrayans form other ethnic groups. Other Ethiopians were conditioned to accept any punishment actions against the Tigrayans as legal and normal. In other words, Tigrayans were criminalised simply for being Tigrayan.       
  • While Tigrayans were illegally and unjustly detained since PM Abiy came to power this increased immeasurably after the onset of the war on Tigray in November 4, 2020. In October 2021, the state declared a state of emergency, which persecuted Tigrayans. Tens of thousands were detained and executed all over the country.  

As educators, we need to engage and be a part of the answer to war and crimes such as those taking place in place in regions such as Tigray. Education, as a primary means of information in all societies, needs to take on board the fact that it can be an active force for peace and justice globally.    

Reflections from Gerard McCann 


In my discussion I reflected on three things related to the overall issue of how we engage with conflict as educators and indeed what it means for Development Education.   


The first was in relation to family experiences in Belfast during the conflict in the 1970s and how children’s lived experience was affected by that conflict. I drew on my own circumstances of growing up in West Belfast, looking at how our family and myself as a child were caught up in a war, how we coped and how the government at the time and subsequently never assisted in any meaningful manner in addressing the issues that the violence was having on normal families as victims of violence, witnesses to violence and as refugees. The point was also made that the education system in the North of Ireland has never adequately supported families which have been subject to the effects of conflict, the legacy of which continues to this day.  


The second was based on my work with university colleagues in Lviv and Lutsk in Ukraine and with Ukrainian families in Poland during the war with Russia. I addressed the issues of family trauma, the refugee experience and how civil society and various supporting organisations responded to this crisis. I looked at the work of colleagues, some of whom were actively fighting in the war, and students who were spending their time trying to build their futures in the most horrendous of circumstances.  


Finally, and as a last point, I commented on how Development Education and indeed education in general can respond to challenges brought forward by the exceptional circumstances of war. Arguably, Development Education has found conflict a difficult issue to work with. The complexities include having classes which may include students who have escaped conflict with teachers who maybe do not have the knowledge to navigate information pertinent to specific circumstances and conflict scenarios. Development Education has a role in providing information, training and providing positive outcomes for our understanding of conflict, peace building and conflict resolution.  I concluded on this idea: Those of us who teach or learn about conflict, educate in a situation of conflict or work with those escaping conflict, need to consider our own position with respect to our role as humanitarian actors and peace-builders - in practice, we should be constructing a framework of hope and creating positive futures for all involved. 

IDEA Backs Call for Ireland to Join Hague Group and Help End Genocide in Palestine

August 25, 2025
The Irish Development Education Association (IDEA) has joined a growing coalition of Irish civil society groups in endorsing a critical open letter, urging the Irish government to formally join the Hague Group and push for an end to the genocide of the Palestinian people. The appeal, initiated by IDEA members Comhlámh and Afri, demands that Ireland act decisively ahead of the Hague Group’s 20 September deadline, coinciding with the 80th UN General Assembly. Ireland has already sent a representative to participate in a recent Hague Group meeting, signalling its engagement with this urgent international initiative. However, civil society organisations stress that formal membership and full endorsement of the Group’s six measures is now essential if Ireland is to match its words with action. Halting arms transfers to Israel. Preventing military transit and servicing of vessels carrying such goods. Enforcing shipping controls, including penalties like de‑flagging. Reviewing public contracts to eliminate state support for occupation. Pursuing national or international investigations for serious international crimes. Enabling domestic prosecutions using international jurisdiction. The open letter outlines grave concerns over escalating atrocities in Gaza and the West Bank, including settler violence, land dispossession, home demolitions, and forced displacement. It points out that, while UN efforts have been blocked, the Hague Group offers an immediate and tangible path toward justice. For IDEA, the call is also about upholding the principles of Global Citizenship Education (GCE). At its core, GCE is an educational process that helps people of all ages understand global interdependence, think critically about injustice, and develop the skills to take meaningful action. It cultivates empathy, solidarity, and responsibility, encouraging learners to connect local and global struggles. Supporting the Hague Group is therefore not only a matter of foreign policy, but also an expression of Ireland’s commitment to educate for justice and to model these values in practice. Ireland has until 20 September to join the 13 countries that have already committed to six concrete pledges at the Hague Group summit. As the deadline approaches, this coalition is calling on all TDs and Senators to publicly back Ireland’s membership, advocate for the six pledges within government ranks, and ensure that formal commitment is secured before the UN General Assembly convenes. Find out more here.

Budget 2026: Investing in Global Citizenship Education is Investing in Global Solidarity

August 11, 2025
Budget 2026: Investing in Global Citizenship Education is Investing in Global Solidarity “Ireland has received international recognition for its development education strategies… Without additional investment, we cannot seize the opportunity to turn development-aware children into development-aware adults.” - OECD DAC Peer Review of Ireland Read IDEA’s full Pre-Budget 2026 submission here For over half a century, Ireland has invested in Global Citizenship Education (GCE), enabling people across the island to explore complex issues such as climate justice, human rights, and equality - and to take informed action for a more just and sustainable world. Between 2021 and 2024, €33.6 million was invested in programmes reaching over 1.2 million people, helping to embed GCE across schools, communities, and other learning spaces. This investment has made Ireland a European and global leader in the field. But in today’s turbulent context - with rising disinformation, polarisation, climate emergencies, and deepening inequalities - the need for GCE has never been greater. As Minister of State for International Development and the Diaspora, Neale Richmond, told the IDEA Annual Conference in May 2025: “Now is the time to focus on the hard issues… These are among the greatest challenges of our time.” Why Now? Budget 2026 comes at a critical moment. Ireland is: Running out of time to meet the Sustainable Development Goals (SDGs) by 2030. Preparing a new national GCE strategy for the next five years. Operating in a global context where democratic values, human rights, and multilateral cooperation are under unprecedented strain. The OECD has commended Ireland’s strong GCE strategies but has also warned that without additional investment, we risk falling short on SDG Target 4.7 - ensuring all learners acquire the knowledge and skills to promote sustainable development. Our Key Budget 2026 Asks: Increase investment in GCE Move towards the widely recognised target of 3% of Official Development Assistance (ODA), using a cross-departmental approach and accounting for inflation. Current spending is 1.2% of ODA - far below the €26 million annually needed to reach the 3% target. Boost GCE/ESD funding under “ESD to 2030” Provide adequate and dedicated funding for projects led by organisations, schools, and higher education institutions to ensure the successful delivery of the Second National Strategy on Education for Sustainable Development. Create dedicated GCE/ESD funding lines Integrate and resource GCE/ESD within the SDG National Implementation Plan, Climate Action Plan, and National Action Plan Against Racism, recognising that climate justice and anti-racism are core components of global citizenship. Increase Ireland’s ODA Commit to a €300 million increase in Budget 2026 to make tangible progress towards the UN target of spending 0.7% of GNI on ODA by 2030. Adopt Coalition 2030 recommendations Implement budget measures that ensure resources reach those furthest behind first, and align budget lines with specific SDG targets. Beyond Funding – Policy Coherence and Decent Work In addition to resourcing, GCE requires stronger coordination across government departments and better integration into policies, institutions, and networks. GCE practitioners must also have secure, decent working conditions in line with SDG 8, ensuring that expertise is retained within the sector. The Opportunity for Ireland Ireland is respected globally for its principled, values-based approach to international development. By investing in GCE now, we can: Strengthen civic trust, participation, and resilience in our society. Equip citizens to navigate complex global challenges. Ensure Ireland remains a strong, independent voice for justice, solidarity, and human rights on the world stage. Budget 2026 is our opportunity to protect the progress made, scale up impact, and deliver on our commitments. IDEA and our members are ready to work with Irish Aid and across government to ensure Ireland continues to lead with integrity, foresight, and global solidarity. _______________________________________________________ Read IDEA’s full Pre-Budget 2026 submission here to explore our recommendations in detail and see how, together, we can strengthen Global Citizenship Education in Ireland and beyond.
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IDEA Members Summer Knowledge Share Session Catch-Up

August 2, 2025
Catch-up on a Summer of Learning!