Children’s Participation In Peace-Building Processes In Post Conflict Kenya With Specific Reference To Abagusii And Maasai Communities

Abstract

This study sought to establish the role of children in peace building in Post-conflict Kenya. In the event of violent conflicts, children are immensely affected as hundreds of them are killed, maimed, or traumatized or even displaced from their homes. However, as much as they undergo the trauma, their visibility, voice, and agency are largely lacking in the country’s peace building processes. Besides, there is limited literature on children’s participation in peace-building processes in Kenya. Most studies have focused on women and peace building and the role of state in peace-building, but little focus has been put on peace building activities by children. The specific objectives of the study were to; determine children’s perspectives on causes of conflict among the Abagusii and Maasai communities, establish the influence of children’s peace-building activities on the peace-building processes in Kenya, evaluate influence of community practices on children’s participation in peace-building processes in Kenya, and assess mechanisms for promoting children’s participation in peace building processes in Kenya. The study was guided by the New Sociology of Childhood Theory by James and Prout (1997), the Intergroup Contact Theory by Gordon Allport (1954), and Lederach's Theory of Conflict Transformation (1995). The study adopted a mixed research approach with a multiple case study design. The research was carried out along the border of Transmara and Gucha/Kenyenya sub-counties of Narok and Gusii counties respectively. The Transmara and Gucha/Kenyenya border was purposively selected, based on the frequent inter communal conflict between the Maasai and Abagusii communities in the area. Six public primary schools, three from Narok and three from Kisii counties, respectively, were purposively selected for the study because they were adversely affected by the conflict between the two communities. The sample size constituted 435 Class Seven and Class Eight pupils, 23 teachers, 6 head teachers, 4 county education officers, and 2 chiefs. The study employed Census sampling technique to obtain information from the respondents. Primary data for the study were collected using both qualitative and quantitative procedures. The tools of data collection included interviews, focus group discussions and observation for qualitative data while quantitative data were collected through semi-structured questionnaires. Secondary data were gathered through document analysis of Nation Newspaper articles relevant to the study, as well as National Music and Drama Festival videos relating to children’s participation in peace building activities during the identified period of the study. The research findings demonstrate that Kenyan children engage in a range of peace building activities within their local contexts and at the national level. Also, communities activities influence children participation in inter communal peace building in the country. The study further found out that available international and national legal instruments informing children’s participation have not been translated to the ground. The study concluded that children have the potential to participate in peace building processes in Kenya, if only, the Government and other peace building stakeholders would fund, create, and encourage community activities that influence children participation in peace building processes. Finally, there is also need of carrying out sensitization programme for parents, teachers, county education officers and administration officers, on children’s participation in peace building processes.