Under various names--education and conflict, education and fragility, education and insecurity, etc.--the understanding of linkages between education and violent conflict has emerged as an important and pressing area of inquiry. Work and research by practitioners and scholars has clearly pointed to the negative potential of education to contribute to and entrench violent conflict. This work has highlighted the struggle for education during and following periods of instability and demonstrated the degree to which communities affected by conflict prioritize educational opportunities. It has also offered powerful normative arguments for the importance of quality education for peacebuilding, reconciliation, postconflict reconstruction and development. In many instances, however, these important insights are derived less from rigorous research and scholarship in the social sciences than from the delivery and evaluation of educational programming in situations affected by conflict. This volume, therefore, seeks to broaden enquiry into education and conflict by exploring, through conceptual and empirical work, its linkages to broader theories and practices of development and peacebuilding. The volume begins with a conceptual and theoretical section, followed by a series of international case studies, before closing with three chapters focused on the case of Northern Uganda. Contributors present a diverse set of studies that together deepen understandings of the ways the education functions in various situations affected by conflict and the ways in which it might best be mobilized to contribute towards peacebuilding and development. This book is divided into three parts. Part I, Concepts, Relationships and Assumptions, includes the following: (1) Education and Conflict: A Fundamental Relationship (Colin Brock); (2) Fragile States, Fragile Concepts: A Critical Reflection on the Terminology of Fragility in the Field of Education in Emergencies (Stephanie E.L. Bengtsson); and (3) Different Presumptions about Progress, Divergent Prescriptions for Peace: Connections between Conflict, "Development" and Education in Nepal (Jeremy Rappleye). Part II, Understanding Relationships: Country Case Studies, includes the following: (4) Sources of Learning about Human Rights and Democracy in Southern Sudan (Christine Pagen); (5) Expectations and Realities of Education in Post-Conflict Sierra Leone: A Reflection of Society or a Driver for Peacebuilding? (Mitsuko Matsumoto); and (6) A Point of Connection through Transnational History Textbooks? An Examination of "History that Opens Future", the Joint History Textbook Initiative of China, Japan and South Korea (Tomoe Otsuki). Part III, Education, Conflict and Development in Northern Uganda, includes the following: (7) Fortifying Barriers: Sexual Violence as an Obstacle to Girls' School Participation in Northern Uganda (Maureen Murphy, Lindsay Stark, Michael Wessells, Neil Boothby & Alastair Ager); (8) Teachers' Perceptions and the Effects of Young People's War Experiences on Teaching and Learning in Northern Uganda (Betty Akullu Ezati, Cornelius Ssempala & Peter Ssenkusu); and (9) Schools and Peacebuilding in Northern Uganda: Young people's Perspectives (Jeremy Cunningham). "Education, Conflict and Development", an introduction by Julia Paulson, is also presented.