Pencils over Guns: Prioritizing Schooling for Manipur’s Next Generation of Peacemakers

Abstract

Education is widely recognized as one of the most powerful tools for promoting peace and preventing conflict in societies experiencing violence and instability. In conflict-affected regions, schools function not only as places of academic learning but also as spaces where values such as tolerance, cooperation, and dialogue can be nurtured. The research article “Pencil over Guns: Prioritizing Schooling for Manipur’s Next Generation of Peacemakers” examines the role of education in promoting peace in the conflict-affected region of Manipur in Northeast India. The article argues that strengthening educational institutions and ensuring continuous access to schooling are essential for building a generation capable of resolving conflicts peacefully.

This paper review critically examines the arguments, theoretical foundations, methodology, and policy implications presented in the article. The reviewed study highlights the impact of ethnic conflict on education in Manipur, including school closures, displacement of students, psychological trauma, and disruptions in academic progress. According to peace education scholars, education can help address the root causes of conflict by promoting empathy, intercultural understanding, and critical thinking (Bush & Saltarelli, 2000; Davies, 2010).

The article further emphasizes that neglecting education in conflict zones can increase social inequalities and contribute to cycles of violence. Conversely, investing in education helps empower youth with knowledge and skills necessary for peacebuilding and democratic participation (UNESCO, 2019). By prioritizing “pencils over guns,” policymakers and communities can foster an environment where young people become agents of peace rather than participants in violence. This review evaluates the strengths and limitations of the article and discusses its broader significance for peace education and conflict resolution research.