Pedagogy of Peace as Moral Rectitude of University Institutions in Post-War Sierra Leone

The pedagogy of peace and moral rectitude

Abstract

This article posits that the active promotion of peace education constitutes a fundamental moral imperative for higher education institutions (HEIs), particularly in societies emerging from violent conflict. Framing this imperative as the “pedagogy of peace”, it argues that such pedagogy transcends mere curriculum addition. It represents instead a core attribute of institutional rectitude — a commitment to fostering the knowledge, virtues, and civic dispositions necessary for sustainable peace. Drawing upon a transformative mixed-methods study of all accredited universities in Sierra Leone, this article examines the degree to which this moral mandate is understood, embodied, and enacted in the post-war Sierra Leone. The findings reveal a significant normative consensus on the importance of peace education, yet a considerable gap exists between rhetorical commitment and integrated, transformative practice. The analysis identifies institutional policy vagueness, resource constraints, and a predominant focus on extracurricular and remedial activities over deep curricular reform as key limiting factors. The study concludes that for universities in Sierra Leone to fully realize their moral vocation as agents of social reconstruction, a more deliberate and holistic institutionalization of the pedagogy of peace is required, one that aligns mission, curriculum, pedagogy, and community engagement into a coherent framework for ethical citizenship.