A Theoretical Framework for Peace Pedagogy: Conflict Resolution Modules and the Reduction of School Violence in Jos, Nigeria

School violence is a persistent challenge in many educational contexts, particularly in regions with histories of communal conflict. Jos, Plateau State, has experienced protracted inter-group tensions, which often manifest within school environments, undermining educational outcomes and student wellbeing. Existing disciplinary approaches frequently prove inadequate for addressing the underlying causes of such violence. This article constructs a novel theoretical framework for peace pedagogy, specifically designed to analyse the potential impact of structured conflict resolution modules on reducing incidents of school violence. It aims to delineate the core components of an effective pedagogical intervention and establish testable hypotheses for future empirical research. The framework is developed through a synthesis of critical peace education theory, social-emotional learning constructs, and transformative pedagogy. A deductive, theory-building approach is employed to integrate these strands into a coherent model applicable to the specific socio-cultural context of Jos. The framework posits that a module focusing on inter-group empathy and non-violent communication skills would lead to a measurable reduction in physical altercations. A central theoretical proposition is that a minimum 30% reduction in reported violent incidents is achievable through a sustained, curriculum-integrated programme that addresses identity-based prejudices. The proposed theoretical framework provides a robust foundation for designing and evaluating peace education interventions in conflict-affected school settings. It moves beyond generic conflict resolution by explicitly linking pedagogical practices to the reduction of specific violent behaviours. Curriculum developers should integrate the framework's core modules into teacher training programmes and national education policy. Future research must empirically test the framework's propositions through longitudinal, mixed-methods studies in Jos and comparable settings. peace pedagogy, theoretical framework, school violence, conflict resolution, Nigeria, transformative education This paper offers a new contextualised theoretical model that specifies the mechanisms through which curriculum-based peace education can disrupt the cycle of violence in schools within a post-conflict urban African setting.