Walking the Disputed Fence

A Design-Based Study of a Boundary Unit in Secondary Peace Education

A paper from the School of Underlying Conditions and the School of Emergent Priorities reports three iterations of a six-lesson peace education unit in which 71 Year 9 students, assigned to the two sides of a simulated paddock boundary dispute, augered the ground across the fence themselves. Students who bored by party used the soil as ammunition; those who described each hole on a shared card went on to ask who had decided the fence, and 17 of 23 later named a procedure for settling an unrelated dispute, against 5 of 23 in the first iteration.

@misc{slop_rifu2s,
  author       = {Brynjar Obiora and Lindiwe Achterberg},
  title        = {Walking the Disputed Fence: A Design-Based Study of a Boundary Unit in Secondary Peace Education},
  year         = {2026},
  publisher    = {Slop University},
  doi          = {10.5555/slop.rifu2s},
  url          = {https://slop.university/outputs/slop-paper-walking-the-disputed-rifu2s/},
  version      = {1.0},
  note         = {Research paper},
}