Reconstructing Pedagogical Frameworks: A Review of Post-Conflict Education in Senegal

The review analyses a monograph examining the complex process of rebuilding formal education systems following periods of violent conflict. It situates the work within broader scholarly debates on educational reconstruction in affected African states, using the Senegalese case as a critical focal point. This review critically evaluates the book's central thesis regarding the necessity of fundamentally reimagining pedagogical frameworks, rather than merely restoring pre-conflict systems. It assesses the author's arguments on integrating psychosocial support, indigenous knowledge, and social cohesion into core curriculum and teacher development. The review employs a critical analytical lens, deconstructing the book's theoretical foundations and evidential support. It evaluates the coherence of its proposed framework against documented case studies and practical implementation challenges presented within the text. The review finds the book's argument compelling, particularly its analysis that over 70% of teachers in post-conflict regions reported a lack of training to address learners' trauma. A key theme is the identified tension between global, standardised models of 'education in emergencies' and context-specific, culturally grounded pedagogical renewal. The monograph makes a significant contribution by rigorously arguing that sustainable post-conflict education requires a paradigm shift towards transformative pedagogies centred on healing and citizenship, beyond infrastructural and curricular replacement. The review recommends the book for scholars and policymakers engaged in educational planning in fragile contexts. It suggests further research is needed on longitudinal studies of learner outcomes following the implementation of the transformative frameworks proposed. Educational reconstruction, post-conflict pedagogy, curriculum transformation, teacher development, social cohesion, Senegal This review provides a novel synthesis by critically appraising the book's central policy mechanism: a integrated, four-pillar framework for pedagogical reconstruction that explicitly links cognitive, emotional, social, and civic learning objectives.