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This paper studies an under-researched area – teachers’ role in peacebuilding in conflict-affected contexts – through exploring teacher agency for social cohesion in Pakistan. Insights are sought into teachers’ perspectives on the major drivers of conflict in society and the role of education and teachers in social cohesion and mitigating inequities in education. A 4Rs framework of redistribution, recognition, representation and reconciliation was employed to analyse data gathered from: interviews with and classroom observations of teacher educators; focus-group discussions with and a questionnaire completed by pre- and in-service teachers; and analysis of teacher education and school curriculum texts. While teachers expressed a nuanced understanding of the conflict drivers in society and appreciated the significance of education in peacebuilding, they subscribed to assimilationist approaches to social cohesion, which were aligned with curriculum texts and promoted official nation-building agendas. Additionally, teachers saw issues of social cohesion as peripheral to the core academic curriculum. Teachers’ identity was integrally linked to their religious affiliations. 相似文献
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Sansom Milton 《Globalisation, Societies & Education》2016,14(3):403-421
ABSTRACTThis article examines the role of higher education in the recovery of conflict-affected societies and argues that while the sector is typically a very low reconstruction priority, it has the potential, if addressed strategically, to act as a catalyst for effective and sustainable post-war recovery. The article begins by contextualising higher education within broader debates around post-war recovery and education. It then analyses the relationship between higher education and four core intervention agendas in conflict-affected societies: stabilisation and securitisation, reconstruction, statebuilding and peacebuilding. 相似文献
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In this literature review, we explore the potential role of education in supporting peacebuilding and societal transformation after violent conflict. Following a critical analysis of the literature published by academics and practitioners, we identify the notion of humanisation (as in the seminal works of Paulo Freire and others) as a unifying conceptual core. Peacebuilding education as humanisation is realised by critical reflection and dialogue in most curricular initiatives reviewed, an approach aimed at overcoming the contextual educational constraints often rooted in societal division and segregation, strained community relations and past traumas. We argue that education as humanisation and critical dialogue can offer pedagogical strategies and provide a compelling conceptual framework for peacebuilding education. Such a conceptual framework can serve as a basis for research in the area, especially in contexts where educational institutions tend to be structured to dehumanise. 相似文献
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Christine Smith Ellison 《Compare》2014,44(2):186-207
This paper raises a number of critical questions regarding the contribution of education to peacebuilding. Despite recent calls for greater collaboration between the two fields, there is still a lack of clarity regarding the change theories through which education may contribute to peacebuilding processes. This paper outlines developments over the past decade in the field of education and conflict, before identifying five rationales for the ways in which education contributes to peacebuilding. The second half of the paper examines the translation of these rationales into practice. Sierra Leone is often regarded as a success story of UN peacebuilding and, 10 years post-agreement, offers the opportunity to examine a broad range of programming. Using data gathered during a two-week field study (17–28 January, 2011), the paper reflects on five education programmes that operated in Sierra Leone in the post-conflict period. Semi-structured interviews were held with project personnel and beneficiaries, educational officials, students and graduates, community leaders and UN personnel to assess views on the contribution of education to peacebuilding, the rationales informing projects and challenges to implementation. A number of critical questions are raised regarding the lessons learned by the international community, its tendency to pursue its own agendas and its commitment to conflict transformation through peacebuilding. 相似文献
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This article considers the relationship between education, conflict, and peacebuilding in Rwanda. First, it examines the role
that education played in the lead-up to the 1994 genocide, discussing whether and how the low levels of educational attainment,
inequalities of access, curricular content, and teaching methods contributed to the conditions for violence. It then looks
at approaches to rebuilding the education sector since 1994. Despite significant progress, for example in widening access
and achieving gender parity at primary level, three significant challenges remain. First, educational opportunity continues
to be unequal in the post-primary sector, with disparities of access between rich and poor, a severe lack of alternative and
non-formal educational opportunities, and some ethnic dimensions to the disparities. Second, tensions remain over history
teaching due to government attempts to impose a single “official” narrative of Rwanda’s history. Finally, teaching methods
remain largely teacher-centred, with little open debate and teaching of critical thinking skills. The article cautions that,
despite progress, some dimensions of Rwanda’s current education policy and practice may continue to exacerbate tensions. It
concludes by outlining some future priorities and urges the Rwandan government and its international development partners
to more rigorously assess the potential impact of education policies on fragile social relations, and to embrace opportunities
for education to play a more central role in peacebuilding in Rwanda. 相似文献
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Promoting social cohesion through education has re-emerged as an important policy objective in many countries during the past decade. But there is little clarity in policy discussions about what social cohesion means and how education may affect it. In this article we distinguish between social capital and societal cohesion and argue that education acts in differential ways on each. Using comparative, cross-country analysis, we develop a 'distributional model' which shows the relationship between equality of educational outcomes and various measures of social cohesion. In the final part of the article we discuss theories explaining the cross-country trends and variations in educational inequality and social inheritance in education, and argue that education system characteristics, such as degrees of 'comprehensiveness' in secondary schooling, may be an important factor in both. We conclude by arguing that policies to increase social cohesion through education must pay more attention to the reduction of educational equality than they currently do. 相似文献
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The article deals with the question of living with others, one of the most significant relationships of human life, and challenge the common understanding of the origins of living with others, where a human being is not just becoming a social but also a moral being through social institutions of societies. This common understanding of a social relationship, fostered and nurtured by a given society, places the responsibility for the possibility of living with others on the other. Drawing on the work from the sociologists Zygmunt Bauman and George Simmel and the philosophers Emmanuel Levinas and Knud Løgstrup we argue that the possibility of living with others is based on the rights of the other rather than of the rights to determine whom the other is.By focusing on the relation between the individual and the society on the one hand, and the connections between being moral and being social on the other hand, we suggest that the process of socialisation is devastating not only for human beings individuality and his or her moral capacity but also for a responsive educational praxis. We explore the ways in which an understanding of socialisation as the making of the social being is intimately linked to how institutional education ‘thinks itself.’ This exploration is followed by a critical discussion of the limits of socialisation, and therefore also the limits of education. By considering some of the problems about the making of the social being we arrive at the conclusion that there is the possibility for education to be somewhere else rather than within socialisation. This conclusion leads us to explore the possibilities for an educational praxis that embraces the other without holding the individuals otherness against them. 相似文献
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Rebecca Tarlau 《Educational theory》2014,64(4):369-392
In this article, Rebecca Tarlau attempts to build a more robust theory of the relationship between education and social change by drawing on the conceptual tools offered in the critical pedagogy and social movement literatures. Tarlau argues that while critical pedagogy has been largely disconnected from its roots in political organizing, social movement literature has shifted away from a theory of educational processes within movement building. Specifically, she suggests that the currently dominant “framing perspective” in the social movement literature is incredibly limited in its ability to analyze the pedagogical aspects of organizing. Conversely, while scholars of critical pedagogy are extremely convincing when critiquing U.S. schooling, the field is weaker when theorizing about how teachers using critical pedagogy can link to larger movements for social transformation. Critical pedagogues need more organizational thinking and social movement scholars need a more pedagogical focus. Tarlau suggests three conceptual frameworks for moving forward in this direction: the notion of social movements as pedagogical spaces, the role of informal educational projects in facilitating the emergence and strength of social movements, and the role of public schools as terrains of contestation that hold the possibility of linking to larger struggles for social justice. 相似文献
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David Stovall 《The Urban Review》2006,38(1):63-80
Posing an alternate view to high stakes educational models, the thoughts, opinions and practices of four poetry educators are used to provide critical insights as how to infuse creative outlets in the educational process. In gathering the motivations of these poetry educators, a goal of this project is to encapsulate their philosophies through researcher observation and participation. Engaging such work with social justice at the center creates a particular disposition. It can be subjective in the sense that an understanding of improvement requires an explicit commitment to the improvement of the lives of young people in education through a participatory process.David Stovall is an Assistant Professor of Policy Studies. 相似文献
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Vasilis Koulaidis Kostas Dimopoulos Anna Tsatsaroni Athanassios Katsis 《Educational studies》2006,32(4):343-359
The aim of this study is to explore how Greek youth understands their relationship to education, and how this understanding might change as a result of the interplay between participation in different educational/social arrangements and structural factors such as gender, socio‐economic background and area of residence. In total, 800 young people (i.e. four groups—students in upper‐secondary school, tertiary education, vocational education and training and working young people) were surveyed. The results yield an impressive homogeneity of the young people’s views corresponding to a ‘pragmatic’ image of schooling, though they are partially differentiated with respect to attitudes and practices. Moreover, boundaries are discerned between the young people following academic and non‐academic educational trajectories, and between the learning opportunities provided within and outside the formal educational system. Finally, females appear to be more mobilized, but less satisfied by educational services. These findings are contextualized and discussed against a background of relevant trends in other European countries, as well as of wider social, historical and political forces affecting Greek society. 相似文献
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That happiness leads to lack of harm and suffering, representing both a good and a means to good, is promoted, for example, by educational philosophers such as Nel Noddings. But happiness should not be seen as an unproblematic goal, for education or otherwise. In this article, we critically investigate the importance of happiness in the educational context. More specifically, we emphasize the necessity of problematizing happiness as an emotional practice in social justice education. In order to contextualize our analysis, we enumerate two theoretical perspectives that endorse happiness in education. These are the educational philosophy of Noddings and the paradigm of positive psychology. After exploring how happiness is promoted theoretically and practically, we elaborate a critical perspective on happiness in relation to education. We use the work of Sara Ahmed, among others, to illustrate some ways in which happiness can function to serve unjust relations in education. We thus explore happiness as an intersubjective affect, as opposed to considering it as an intrasubjective feeling. We argue that educators who want to foster social justice in education need to consider the positive and the negative consequences of encouraging happiness in education. Fostering happiness can be progressive and empowering, but it can also be regressive and unjust. 相似文献
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Rebecca Holmes 《Prospects》2011,41(2):223-236
This article examines the role of social protection in supporting education in conflict-affected contexts. In recent years,
social protection has gained popularity as a mechanism to reduce poverty and vulnerability, in part by enabling households
to better access and use basic services as a result of increased household income. In conflict-affected countries the costs
of accessing services are significant and the direct and indirect costs of sending children to school can be the most substantial
factor contributing to children’s exclusion from education. While social protection has the potential to play an important
role in supporting greater access to education through a variety of instruments, they have not been widely implemented and
education remains a secondary objective in the majority of social protection programming. A number of institutional and implementation
challenges must be overcome if social protection is to be effective in conflict-affected contexts. 相似文献
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In connecting educational theory to a neo‐pragmatist social epistemology, we set out to understand education as knowledge practices that yield ‘the cultural world again’ by retelling culture or by making explicit what is implicit in culture. Recent trends in German educational studies towards holistic understanding of education demonstrate that such a holistic, non‐representationalist framework is deliberately placed outside the traditional procedure of merely applying knowledge gained in the so‐called foundational disciplines such as philosophy, sociology or psychology to the field of education. By constructively relating Brandom's non‐representational inferentialism to a re‐reading of Mollenhauer's distinction of the presentation and representation of culture in and through education, we try to show that Brandom's philosophy can also be used to point out an inferentialism that is already at work in educational theory. Together, this strengthens a social theoretic account of education that explores how to conceptualise the role of knowledge in educational processes in terms of a holistic epistemology. 相似文献
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Külliki Tafel-Viia Krista Loogma Silja Lassur Anne Roosip?ld 《Vocations and Learning》2012,5(2):175-193
The effective implementation of educational reform is an issue that confronts both those that plan and sponsor those reforms and those that are affected by them. This article discusses networking processes in the context of reform in vocational and professional higher education. When exploring failures in educational change processes, issues associated with facilitating the adoption, adaptation and implementation of educational change have not been sufficiently addressed. Here, we use the concept of social innovation, which is relatively new in innovation research, to explain the mechanisms that facilitate educational reform, and emphasise the relationship between interaction and the perception of change. In this paper, we examine how networking among teachers is related to their perception of educational change and how the effective implementation of educational reforms can be influenced by such networking. By differentiating the various types of networks we explore the relationship between networking and educational change. The article is based on the findings of a quantitative survey of 228 Estonian teachers in vocational and professional higher educational schools administered in 2010. 相似文献
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高校人格教育的思考 总被引：2，自引：0，他引：2
杨金运 《南阳师范学院学报》2005,4(8):88-89
高校教育的发展应与社会的进步保持辩证的统一，但是，目前我国的高校人格教育却相对滞后，因此，如何正确地认识高校人格教育的重要性，科学地处理好它与社会进步的关系，进而在全社会范围内切实有效地实施和抓好人格教育，对促进中华民族的复兴和我国社会的全面进步有着重要的现实意义和深远的历史意义。 相似文献
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Bruno Andrade Pinto Monteiro Isabel Martins Aline de Souza Janerine Fabiana Cristina de Carvalho 《Cultural Studies of Science Education》2016,11(2):419-437
We present, in this article, an investigation about the potential of the relationship between formal and non-formal educational environments. Therefore it is not an empirical research, but an essay on the topic. This paper demonstrates the concept that science education and science outreach can be privileged by actions that are developed by closer relations between formal and non-formal places. Currently, non-formal environments such as museums and science and technology centres are considered potential educational resources within the reach of schools. Educators from museums have conducted studies which demonstrate a predominant model of the utilization of these institutions by teachers, which consists of illustrative visits during the exhibitions, but does not feature a collaborative relationship or partnership between schools and these institutions. In Brazil, the main examples of approaches to collaboration between these places and schools have been taking place through the initiatives of teachers or through projects developed by the educational sector, aiming to broaden the dialogue between their institutions and the school community. Another approach mechanism relates to research and extension projects developed by university researchers, sponsored by state and federal funding agencies. In this case, the universities and university museums appear as new social actors that stand in the way of the schools and the cultural environments, complicating the relationship and, at the same time, bringing new questions to the field of educational research. We believe that the discourse in this paper should bring about further discussions in the initial teacher training courses to contribute to the understanding of practices related to the extension of the field of activity of the school. 相似文献
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Brenda Trofanenko 《Discourse: Studies in the Cultural Politics of Education》2008,29(2):257-272
The public history museum holds an inherent pedagogical purpose to define the nation through a history considered collectively supported by its citizenry. Widely acknowledged criticism often accompanies such exhibits and prompts calls for a more critical examination of the narratives advanced through the affirmed educational intent held by museums. How scholars are engaging the question of how – and even whether – history can succeed in interrogating the strategies utilized by the public history museum means reconsidering what role social education holds in advancing a critical sensibility about how nation is defined. This article offers a theoretical analysis that reviews the inherent nationalist purpose advanced by the public museum, and the tensions educators could face when seeking to better understand how it affirms a particular understanding of history and of the nation. This article suggests that social education needs to address its role to engage critically the complicity the public history museum holds in defining and guarding the nation, and in confronting the museum authority of history and exhibition practices. 相似文献
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Jennifer Spitz 《Journal of Teaching in Social Work》2019,39(4-5):402-413
ABSTRACTIn light of a rapidly changing educational landscape, this paper will discuss the implications of online education for the teacher–learner relationship, which is a critical aspect of academic and professional development for the social work student. As technology revolutionizes relationships, how will we ensure the intra-and interpersonal nature of social work education? The pursuit of accessible and flexible educational opportunities presently driving social work education threatens to undermine this important alliance. The centrality of relationship is discussed here in the context of current trends in distance learning. Relational-Cultural Theory and Transactional Distance Theory are posited to provide evidence for the significance of relationship in learning. 相似文献