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Etherton, M. (2004). South Asia’s Child Rights Theatre for Development: The Empowerment of Children Who Are Marginalised, Disadvantaged and Excluded. In R. Boon, & J. Plastow (Eds.), Theatre and Empowerment: Community Drama on the World Stage (Cambridge Studies in Modern Theatre) (pp. 188-219). Cambridge University Press.
https://doi.org/10.1017/cbo9780511486166.008

has been cited by the following article:

• TITLE: Decolonizing Colonization through Peace Education Curriculum in Cameroon Universities for Sustainable Development

  AUTHORS: Frederick Ebot-Ashu

  KEYWORDS: Decolonizing Colonization, Peace Education Curriculum, Cameroon Universities, Sustainable Development

  JOURNAL NAME: Journal of Human Resource and Sustainability Studies, Vol.12 No.4, October 23, 2024

  ABSTRACT: This paper reviewed literature to understand how western colonization can be decolonized using theatrical arts activities for peace education curriculum in Cameroon universities. Peace education curriculum can create alternative space for peace love, unity and prosperity. This study encouraged both undergraduate and postgraduate students’ engagements in tackling the stigmas inherited from colonization, the fight against insecurity, crime and terrorism in the Southwest and Northwest regions of Cameroon. Students used theatrical arts, drama, dialogue, film and dance in overcoming the stigmas inherited from colonization. The Cameroon educational system requires a decolonized peace education curriculum for crises prevention and management strategy to advance cultivation of cognitive, sensorial, spiritual, and physical capabilities that comprise a foundation for peace facilitation in the Southwest and Northwest Region of Cameroon. This case study used a combination of both quantitative and qualitative data collection methods. The questionnaire results with both undergraduate and postgraduate students in the Department of Educational Foundation and Administration, Faculty of Education, University of Buea, reveal that western colonization can be decolonized using theatrical arts activities for peace education in Cameroon universities for sustainable development. The second question analyzed qualitative content of peace education practices calling for greater inclusion of local and diverse indigenous cultures will promote an integrated decolonized peace education curriculum for the next generation of peacebuilding educational researchers, university stakeholders and policymakers.