Dr. L. (Line) Kuppens

Assistant Professor Conflict Studies

Faculty of Social and Behavioural Sciences

GPIO : Governance and Inclusive Development

Visiting address

Nieuwe Achtergracht 166

Postal address

Contact details

Social media

Publications
- refereed (14)
- academic (4)
2024

Fatah, A. A., Kuppens, L., & Langer, A. (2024). Discerning risk-takers from avoiders: Which teachers are more likely to support teaching about the violent past in Ambon, Indonesia? Education, Citizenship and Social Justice, 19(3), 510-531. https://doi.org/10.1177/17461979231179142 [details]
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fatah-et-al-2023-discerning-risk-takers-from-avoiders-which-teachers-are-more-likely-to-support-teaching-about-the (embargo until 31 May 2025)
Supplementary files
sj-docx-1-esj-10.1177 17461979231179142 (embargo until 31 May 2025)
sj-docx-2-esj-10.1177 17461979231179142 (embargo until 31 May 2025)

Kuppens, L., Leopold, L., & Langer, A. (2024). Group Self‐Interest vs. Equity: Explaining Support for Horizontal Redistribution in (Former) Competitive Clientelist States. Social Inclusion, 12, Article 7687. https://doi.org/10.17645/si.7687 [details]
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Stewart, F., Langer, A., & Kuppens, L. (2024). Who Wants To Share? Attitudes Towards Horizontal Redistribution Across the Globe. Social Inclusion, 12. https://doi.org/10.17645/si.8387 [details]
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2023

Ibrahim, S., Kuppens, L., & Nfundiko, J. S. (2023). Holding up the researcher’s mirror to decolonize knowledge generation: a critical examination of researchers’ positionality beyond the ‘Global North’/‘South’ divide. Globalisation, Societies and Education. Advance online publication. https://doi.org/10.1080/14767724.2023.2171369

Kuppens, L., & Langer, A. (2023). "The Country Is on One Leg": An Analysis of Secondary Educated Youths' Perceptions of the Risks, Challenges, and Opportunities of the Peacebuilding Process in Côte d'Ivoire. African Studies Review, 66(3), 745-776. https://doi.org/10.1017/asr.2023.15 [details]
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Kuppens, L., & Langer, A. (2023). Memory mobilization and Postconflict Stability in Côte d’Ivoire: Analysing the transmission of conflict narratives among Ivoirian Youth. African Affairs, 122(488), 403-427. https://doi.org/10.1093/afraf/adad022 [details]
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2022

Kuppens, L., & Langer, A. (2022). The role of secondary school teachers in shaping a political culture of ethnicity and ethnic favouritism: The case of Kenya. Journal of Modern African Studies, 60(4), 547-569. https://doi.org/10.1017/S0022278X22000362 [details]
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2020

Kuppens, L., & Langer, A. (2020). Reconciling before educating? Narratives of conflict and peace among teachers in Côte d'Ivoire. International Journal of Intercultural Relations, 76, 37-51. https://doi.org/10.1016/j.ijintrel.2020.02.006

Kuppens, L., Ibrahim, S., & Langer, A. (2020). Unity over diversity? Teachers’ perceptions and practices of multicultural education in Kenya. Compare, 50(5), 693-712. https://doi.org/10.1080/03057925.2018.1557037

2019

Kuppens, L., & Langer, A. (2019). Building Social Cohesion through Education in Africa? Lessons from Côte d'Ivoire and Kenya. In From Divided Pasts to Cohesive Futures: Reflections on Africa (pp. 322-345). Cambridge University Press. https://doi.org/10.1017/9781108645195.011

2018

Kuppens, L., & Langer, A. (2018). Peut-on apprendre la paix à l’école ? Une évaluation du cours « Éducation aux droits de l’homme et à la citoyenneté » (EDHC) en Côte d’Ivoire post-conflit. International Review of Education, 64(5), 633-650. https://doi.org/10.1007/s11159-018-9729-7

Kuppens, L., Langer, A., & Ibrahim, S. (2018). ‘A teacher is no politician’: Stereotypic attitudes of secondary school teachers in Kenya. International Journal of Educational Development, 62, 270-280. https://doi.org/10.1016/j.ijedudev.2018.07.002

2016

Kuppens, L., & Langer, A. (2016). Divided we teach? Teachers' perceptions of conflict and peace in Côte D'Ivoire. Peace and Conflict, 22(4), 329-333. https://doi.org/10.1037/pac0000224

Kuppens, L., & Langer, A. (2016). To address or not to address the violent past in the classroom? That is the question in Côte d’Ivoire. Journal of Peace Education, 13(2), 153-171. https://doi.org/10.1080/17400201.2016.1205002
2023

Kuppens, L. (2023). ddressing Conflict Constructively Through and in Education: [Review of: A. Romano (2022) Racial justice and nonviolence education : building the beloved community, one block at a time; N.T. Algert, C.L.-H. Yep, K.S. Rogers, C.A. Stanley (2021) Conflict management and dialogue in higher education. - 3rd ed.]. Peace and Conflict : Journal of Peace Psychology, 29(3), 336-337. https://doi.org/10.1037/pac0000664 [details]

2022

Kuppens, L. (2022). Keeping the Myth of Building Back Better Alive by Turning a Blind Eye to the Dearth of Evidence? [Review of: C. Harber (2019) Schooling for peaceful development in post-conflict societies: Education for transformation?]. Peace and Conflict : Journal of Peace Psychology, 28(4), 577-578. https://doi.org/10.1037%2Fpac0000582 [details]

2018

Kuppens, L. (2018). Mau Mau crucible of war: Statehood, nationalidentity, and politics of postcolonial Kenya. African Affairs, 117(466).

2017

Kuppens, L. (2017). The boomerang effect of (selectively) silencing the past in the classroom. Peace and Conflict : Journal of Peace Psychology, 23(2).
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Dr. L. (Line) Kuppens

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