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We consider the challenges to education in South Sudan by utilizing a national random sample of South Sudanese (provided by the BBC Media Action) and then semi-structured interviews with eight education service providers (SPs). We find that the conflicts have large impacts on educational opportunities. States that experience greater conflict also experience greater poverty. Under such conditions, children are important for providing resources for the family and education can become secondary. In these conflict areas, respondents are more likely to agree that education is more important for boys than for girls. SPs detail the large number of obstacles to delivering education. Displacement and fleeing danger creates problems with hunger, illness, and safety. SPs discuss the variability of resources, the scarcity of schools and teachers, and the uncertainty of life in South Sudan. They also discuss triumphs they have experienced and suggest changes or interventions that could increase educational opportunities.

The fundamental relationship between art and resilience is striking in this passage and in the reflections shared by other artists. This paper aims to attempt to piece together the fragmented and insecure realities in South Sudan through the lens of different artists. The paper argues that focusing on art is an important way into a deeper more nuanced picture of how women and men find and maintain resilience in humanitarian contexts.

The data is qualitatively collected through an innovative art-based creative method known as story circles. The circles consisted of artists who shared what their art form meant to them.

The picture that emerges contrasts starkly against the dark narratives that commonly portray South Sudan. Art making spaces and the outputs that come from them are cultural resources often overlooked by humanitarian stakeholders and yet, as the authors show, hold the potential to support more locally rooted and responsive approaches to resilience building.

Very little research has been conducted on the ways in which people in South Sudan draw on and find resilience in art and art making.

The Intergovernmental Authority on Development (IGAD) has been mediating the South Sudan conflict since 2013. IGAD’s intervention in South Sudan is anchored on its founding norm of peaceful settlement of regional conflicts and in reference to the principle of subsidiarity, under the Africa Peace and Security Architecture (APSA). However, it is puzzling how violence continued unabated even as conflict parties negotiated and signed numerous agreements under the auspices of IGAD. The parties to conflict seem unwilling to implement the 2018 peace agreement, which is arguably un-implementable. Yet, it appears that IGAD mediators were privy to this situation all along. The question that then arises is why IGAD would continue engaging in a mediation process that neither ends violence nor offers a promise of a resolution? Drawing out on empirical data, this paper argues that IGAD’s organisational structures and functionality are key to understanding and explaining the South Sudan phenomenon within broader discourses on peace and security regionalism in Africa. This paper suggests the need to pay attention to the embeddedness of political power dynamics in the structures and functionality of Africa’s Regional Economic Communities (RECs), such as IGAD, as one of the ways to (re)thinking and (re)orienting norms and practices of regional conflict management within the APSA and in pursuit of the “African solutions to African problems.”

Data for this paper was obtained through document reviews and 39 elite interviews. The interviews were conducted with representatives of IGAD member states, bureaucrats of IGAD and its organs mediation support teams, conflict parties, diplomats and other relevant experts purposively selected based on their role in the mediation. The physical interviews were conducted in Ethiopia, Kenya and Uganda, with others conducted virtually. Analysis and presentation of findings are largely perspectival, highlighting coexistence of contending peacemaking ideas and practices. The discussions centre around inter-linked themes of IGAD’s conceptions of peace and approaches to peacemaking as informed by its structural and functional designs.

Findings illustrate the complexity of the peace process and the centrality of power politics in IGAD’s peace and security arrangements. In view of the findings, this paper echoes the need for enhanced and predictable collaborative framework between IGAD and the African Union (AU) as central to the operationalisation of the APSA and pursuit of the African solutions to the African problems. Hence, this paper suggests transforming IGAD’s political program into a robust political bureau with predictable interlinkages and structured engagements between IGAD’s heads of state and government and the APSA’s Panel of the Wise (PoW).

The study is based on empirical data obtained through the researcher's own framed questions, and its argument is based on the researcher's own interpretations innovatively framed within existing theoretical framework, particularly hybrid peace theory. Based on the findings, this paper makes bold and practical recommendations for possible workable collaborative framework between IGAD and the AU under the APSA framework

The purpose of this paper is to portray four scenarios for the future of Sudan in the year 2012. On the basis of these scenarios it aims to draw a number of conclusions on the future of Sudan and the way ahead.

The paper uses the Shell methodology for scenario building and is based on five scenario workshops held in Sudan, one in The Netherlands, interviews and literature research. The four scenarios not only intend to provide an overview of what is likely to happen, but also aim to be plausible, challenging and creative.

The paper finds that the future of Sudan is likely to remain violent and that the most optimistic scenario is also the least likely. It concludes that, although outside mediation and assistance in the organization of elections are needed, the critical difference between a successful and an unsuccessful outcome will to a large extent be determined by whether the South has a stable, cooperative and confident leadership.

The paper provides a number of policy recommendations for the international community to prevent the worst from happening and to be prepared for what may come.

The paper aims to fill the gap in future foresight with regard to Sudan and for this purpose utilized the knowledge among the Sudanese themselves.

State and national education initiatives have significantly increased expectations of students’ non-fiction reading and writing. These initiatives provide the space for potential interdisciplinary units in English/language arts and social studies/history centered on content area reading and writing. To do so, teachers must locate age-appropriate, historically representative curricular materials and implement discipline-specific writing prompts. To guide elementary teachers’ instruction, we select a novel, underused topic: the birth of the Republic of South Sudan. Age-appropriate children’s trade books are coupled with diverse informational texts—oral histories, current event news articles, and artwork—to extend the trade books’ narratives into the realm of current events. We suggest content area literacy strategies, share anecdotes from their application in the classroom, and recommend engaging, inquiry-based writing prompts that induce students to revisit understandings derived from close readings of the trade books and informational texts. In doing so, all texts and tasks explicitly are connected to different elements of the state and national initiatives in order to help teachers meet the rigorous standards.

This chapter explores how marginalized youth, specifically former child soldiers in South Sudan, struggle to access education that is crucial in their reintegration process. The chapter draws upon data from a study focusing on the reintegration process of school boys formerly associated with armed forces and groups in South Sudan, and is based on ethnographic fieldwork including interviews and observations of 20 former child soldiers in Malakal, Upper Nile State. The study identifies a number of external factors that inhibit educational opportunities for the boys in their reintegration process. These are their life experiences, the impacts of war, their socioeconomic background and the lack of educational structures due to ongoing conflict. This study describes how the living conditions that motivated the boys to join the armed group are still present after their demobilization. Thus, they not only still find themselves in poverty but the time spent in the armed group and the impacts of war have put them in an even more marginalized position today than prior to their recruitment. The study argues that access to education is crucial in order to prevent recruitment and also re-recruitment to armed groups.

The initiative featured here constructs a partnership between a refugee community with roots in South Sudan and the United States largest university writing program in an international resettlement city. The initiative positions inquiry, as a premise for authentic learning, in public as a participatory practice; it approaches difference as a resource for joint problem solving. Here, inquiry is something both public-workers-in-training and adult refugee learners do together – with one another and a host of other stakeholders with vested interests in the capacity of public institutions in order to become more responsive to diverse constituents resettling in Phoenix, Arizona, under conditions of forced migration. The research is presented across four phases. In counterpoint to the prevailing narrative of South Sudanese as a people “in need,” the culmination of the chapter presents interviews with citizens across South Sudan. These interviews bear witness to communities’ self-determination that instead casts education not only as their responsibility, but also their desire—one to which they have historically committed significant resources. In this fourth phase, findings with community members in South Sudan are put in conversation with the previous three phases wherein South Sudanese refugees tell of their encounters with credentialing institutions in Phoenix.