Line Kuppens
Biographic Data
| ID | 205245 |
|---|---|
| NAME | Line Kuppens |
| GIVEN NAMES | Line |
| FAMILY NAME | Kuppens |
| SIGNATURE | KUPPENS L |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0002-8455-6617 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
“A chokehold position”
In a nation where ethnic voting has dominated since independence, the cross-ethnic success of William Ruto’s 2022 presidential campaign centred on “hustler populism” suggests a potential shift in voter motivations away from ethnicity towards socio-economic considerations. As scholars cast doubt, this study empirically explores whether such a shift occurred, focusing on a group that could be considered as “first movers,” i.e. highly educated young…
Rethinking Pedagogical Design in International Development Studies to Foster Epistemic Justice
Acknowledging the genocide and scholasticide in Gaza—and the ensuing student encampments in solidarity as a critical rupture—this article reflects on how lecturers, students and alumni within an International Development Studies (IDS) programme at a Western, internationalized university grapple with epistemic injustice, decolonial praxis and institutional complicity. Using a collaborative auto-ethnographic approach and insights from a co-created …
Opportunities or risks for civic education in electoral democracies? Evidence from Nigeria
Group Self‐Interest vs. Equity
Extant literature links intergroup disparities, or horizontal inequalities, in Sub‐Saharan Africa to the unequal representation of ethnic groups in central power, who accumulate wealth at the expense of politically marginalized groups. Over time, these politically‐induced inequalities have trapped some ethnic groups in positions of relative disadvantage. Group‐based, or horizontal, redistribution can help redress these inequalities yet require po…
Who Wants To Share? Attitudes Towards Horizontal Redistribution Across the Globe
While recent literature has extensively addressed inequalities between households or individuals, known as “vertical inequalities,” there remains a dearth of research on socio‐economic disparities among culturally defined groups, termed “horizontal inequalities” (HIs). In diverse societies, addressing such group disparities is imperative to promote economic efficiency, political stability, and social cohesion. This thematic issue investigates the…
Holding up the researcher’s mirror to decolonize knowledge generation
In this article, we scrutinise the importance of researchers’ positionality vis-à-vis the ‘Global South’/‘North’ binary in the field of international and comparative education. Accounting for the different places we speak from, we reflect on our past experiences as doctoral researchers examining teachers’ role as agents of peace and/or conflict in divided and (post-) conflict societies. In doing so, we challenge the rigidity of the ‘North’/‘South…
Addressing conflict constructively through and in education
When it comes to conflict, people commonly equate it with violence. Accordingly, productive forms of conflict are largely overlooked. This is not the case for Arthur Romano and Nance Algert et al. In their respective books, the authors describe how conflict, when dealt with through nonviolent means, can act as a motor for individual, organizational, and/or societal change and transformation. While Romano outlines how community educators can contr…
Memory Mobilization and Postconflict Stability in CôTE D’Ivoire
After violence ends, former conflict parties and their civilian supporters often disagree about the origins and causes of the conflict. Post-conflict states vary in how they deal with these competing accounts of the past, ranging from selective remembering to state-backed forgetting. However, conflict narratives that are excluded from the public sphere are not necessarily forgotten and may be passed on between generations within families, social …
The Country Is on One Leg
While youths in Africa are often portrayed as peace spoilers, this view largely overlooks youths who have not (yet) turned to (post-) conflict violence. In order to deepen our understanding of the risks of conflict recurrence and the ways to prevent these risks from materializing, Kuppens and Langer argue that it is crucial to study the perspectives of non-violent youths in post-conflict countries. Through an essay-based study with secondary scho…
Keeping the myth of building back better alive by turning a blind eye to the dearth of evidence
status: Published
The role of secondary school teachers in shaping a political culture of ethnicity and ethnic favouritism
Since Kenya's independence in 1963, ethnicity has been an important factor in Kenyan politics and everyday life. While recent research has shown that ethnic favouritism impacted the allocation of educational resources in the past, so far, no systematic research has been conducted on how teachers exacerbate, mitigate or countervail the political culture of ethnicity and ethnic favouritism. As agents of socialisation, teachers' attitudes and behavi…
Reconciling before educating? Narratives of conflict and peace among teachers in Côte d’Ivoire
Unity over diversity? Teachers’ perceptions and practices of multicultural education in Kenya
The current paper analyses how multicultural education is perceived and practised by secondary school teachers in Kenya, an ethnically diverse African country with a history of inter-ethnic tensions. The authors have conducted a large-scale survey among 925 secondary school teachers in Nairobi, complemented by 68 in-depth follow-up interviews. They analyse five dimensions of multicultural education using quantitative and qualitative methods . The…
A teacher is no politician’
Mau Mau crucible of war
On the 20th of October 1952 Governor Evelyn Baring declared a State of Emergency in the colony of Kenya in response to the threat posed by the so-called Mau Mau uprising, an armed revolt by mainly Kikuyu and related ethnic groups that contested the injustices inflicted by the colonial regime. Whereas the British lifted the State of Emergency in 1960 after a tough military campaign, a legal manhunt, and the imposition of work camps, Mickie Mwanzia…
The boomerang effect of (selectively) silencing the past in the classroom
status: Published
Peace education
status: Published
To address or not to address the violent past in the classroom? That is the question in Côte d’Ivoire
In the aftermath of violent conflict, divided societies have to answer the important question of whether, when and how to address their country’s violent past within their educational system. Whereas some scholars within the field of peace education and transitional justice argue that addressing the violent past in the classroom is important for fostering mutual understanding and empathy among future generations in order to prevent conflict recur…
Divided we teach? Teachers’ perceptions of conflict and peace in Côte d’Ivoire
La Côte d'Ivoire, d'une crise à l'autre
status: Published
Holding up the researcher’s mirror to decolonize knowledge generation
In this article, we scrutinise the importance of researchers’ positionality vis-à-vis the ‘Global South’/‘North’ binary in the field of international and comparative education. Accounting for the different places we speak from, we reflect on our past experiences as doctoral researchers examining teachers’ role as agents of peace and/or conflict in divided and (post-) conflict societies. In doing so, we challenge the rigidity of the ‘North’/‘South…
Unity over diversity? Teachers’ perceptions and practices of multicultural education in Kenya
The current paper analyses how multicultural education is perceived and practised by secondary school teachers in Kenya, an ethnically diverse African country with a history of inter-ethnic tensions. The authors have conducted a large-scale survey among 925 secondary school teachers in Nairobi, complemented by 68 in-depth follow-up interviews. They analyse five dimensions of multicultural education using quantitative and qualitative methods . The…
To address or not to address the violent past in the classroom? That is the question in Côte d’Ivoire
In the aftermath of violent conflict, divided societies have to answer the important question of whether, when and how to address their country’s violent past within their educational system. Whereas some scholars within the field of peace education and transitional justice argue that addressing the violent past in the classroom is important for fostering mutual understanding and empathy among future generations in order to prevent conflict recur…
Memory Mobilization and Postconflict Stability in CôTE D’Ivoire
After violence ends, former conflict parties and their civilian supporters often disagree about the origins and causes of the conflict. Post-conflict states vary in how they deal with these competing accounts of the past, ranging from selective remembering to state-backed forgetting. However, conflict narratives that are excluded from the public sphere are not necessarily forgotten and may be passed on between generations within families, social …
Peace education
status: Published
Divided we teach? Teachers’ perceptions of conflict and peace in Côte d’Ivoire
Opportunities or risks for civic education in electoral democracies? Evidence from Nigeria
To address or not to address the violent past in the classroom? That is the question in Côte d’Ivoire
In the aftermath of violent conflict, divided societies have to answer the important question of whether, when and how to address their country’s violent past within their educational system. Whereas some scholars within the field of peace education and transitional justice argue that addressing the violent past in the classroom is important for fostering mutual understanding and empathy among future generations in order to prevent conflict recur…
Divided we teach? Teachers’ perceptions of conflict and peace in Côte d’Ivoire
La Côte d'Ivoire, d'une crise à l'autre
status: Published
The boomerang effect of (selectively) silencing the past in the classroom
status: Published
Peace education
status: Published
A teacher is no politician’
Mau Mau crucible of war
On the 20th of October 1952 Governor Evelyn Baring declared a State of Emergency in the colony of Kenya in response to the threat posed by the so-called Mau Mau uprising, an armed revolt by mainly Kikuyu and related ethnic groups that contested the injustices inflicted by the colonial regime. Whereas the British lifted the State of Emergency in 1960 after a tough military campaign, a legal manhunt, and the imposition of work camps, Mickie Mwanzia…
Unity over diversity? Teachers’ perceptions and practices of multicultural education in Kenya
The current paper analyses how multicultural education is perceived and practised by secondary school teachers in Kenya, an ethnically diverse African country with a history of inter-ethnic tensions. The authors have conducted a large-scale survey among 925 secondary school teachers in Nairobi, complemented by 68 in-depth follow-up interviews. They analyse five dimensions of multicultural education using quantitative and qualitative methods . The…
Reconciling before educating? Narratives of conflict and peace among teachers in Côte d’Ivoire
Keeping the myth of building back better alive by turning a blind eye to the dearth of evidence
status: Published
The role of secondary school teachers in shaping a political culture of ethnicity and ethnic favouritism
Since Kenya's independence in 1963, ethnicity has been an important factor in Kenyan politics and everyday life. While recent research has shown that ethnic favouritism impacted the allocation of educational resources in the past, so far, no systematic research has been conducted on how teachers exacerbate, mitigate or countervail the political culture of ethnicity and ethnic favouritism. As agents of socialisation, teachers' attitudes and behavi…
Holding up the researcher’s mirror to decolonize knowledge generation
In this article, we scrutinise the importance of researchers’ positionality vis-à-vis the ‘Global South’/‘North’ binary in the field of international and comparative education. Accounting for the different places we speak from, we reflect on our past experiences as doctoral researchers examining teachers’ role as agents of peace and/or conflict in divided and (post-) conflict societies. In doing so, we challenge the rigidity of the ‘North’/‘South…
Addressing conflict constructively through and in education
When it comes to conflict, people commonly equate it with violence. Accordingly, productive forms of conflict are largely overlooked. This is not the case for Arthur Romano and Nance Algert et al. In their respective books, the authors describe how conflict, when dealt with through nonviolent means, can act as a motor for individual, organizational, and/or societal change and transformation. While Romano outlines how community educators can contr…
Memory Mobilization and Postconflict Stability in CôTE D’Ivoire
After violence ends, former conflict parties and their civilian supporters often disagree about the origins and causes of the conflict. Post-conflict states vary in how they deal with these competing accounts of the past, ranging from selective remembering to state-backed forgetting. However, conflict narratives that are excluded from the public sphere are not necessarily forgotten and may be passed on between generations within families, social …
The Country Is on One Leg
While youths in Africa are often portrayed as peace spoilers, this view largely overlooks youths who have not (yet) turned to (post-) conflict violence. In order to deepen our understanding of the risks of conflict recurrence and the ways to prevent these risks from materializing, Kuppens and Langer argue that it is crucial to study the perspectives of non-violent youths in post-conflict countries. Through an essay-based study with secondary scho…
Group Self‐Interest vs. Equity
Extant literature links intergroup disparities, or horizontal inequalities, in Sub‐Saharan Africa to the unequal representation of ethnic groups in central power, who accumulate wealth at the expense of politically marginalized groups. Over time, these politically‐induced inequalities have trapped some ethnic groups in positions of relative disadvantage. Group‐based, or horizontal, redistribution can help redress these inequalities yet require po…
Who Wants To Share? Attitudes Towards Horizontal Redistribution Across the Globe
While recent literature has extensively addressed inequalities between households or individuals, known as “vertical inequalities,” there remains a dearth of research on socio‐economic disparities among culturally defined groups, termed “horizontal inequalities” (HIs). In diverse societies, addressing such group disparities is imperative to promote economic efficiency, political stability, and social cohesion. This thematic issue investigates the…
Opportunities or risks for civic education in electoral democracies? Evidence from Nigeria
“A chokehold position”
In a nation where ethnic voting has dominated since independence, the cross-ethnic success of William Ruto’s 2022 presidential campaign centred on “hustler populism” suggests a potential shift in voter motivations away from ethnicity towards socio-economic considerations. As scholars cast doubt, this study empirically explores whether such a shift occurred, focusing on a group that could be considered as “first movers,” i.e. highly educated young…
Rethinking Pedagogical Design in International Development Studies to Foster Epistemic Justice
Acknowledging the genocide and scholasticide in Gaza—and the ensuing student encampments in solidarity as a critical rupture—this article reflects on how lecturers, students and alumni within an International Development Studies (IDS) programme at a Western, internationalized university grapple with epistemic injustice, decolonial praxis and institutional complicity. Using a collaborative auto-ethnographic approach and insights from a co-created …
Political science (16 works) · Psychology (12 works) · Sociology (11 works) · Law (9 works) · Politics (8 works) · Law (7 works) · Gender Studies (6 works) · Peace and Human Rights Education (6 works) · Cote d ivoire (5 works) · Ethnic group (5 works)