Reimagining the role of higher education for peacebuilding: reflections from Somaliland

<b>Building Peace: sustainable reconciliation in divided societies</b> by J<scp>OHN</scp> P<scp>AUL</scp> L<scp>EDERACH</scp> Washington: United States Institute of Peace, 1997. Pp. xvii+197. $32.50. $14.95 (pbk.).

Book Review: John Paul Lederach, Building Peace: Sustainable Reconciliation in Divided Societies (Washington D.C.: United States Institute of Peace, 1997, 198 pp., £11.75)

The three‐decade‐long Sri Lankan civil war between the Government of Sri Lanka (GoSL) and the Liberation Tigers of Tamil Eelam (the LTTE, also known as the Tamil Tigers) came to an end following a major GoSL offensive in May 2009, which resulted in GoSL claiming a “victor's peace.” The war caused the death of around 80,000 to 100,000 people and internally and externally displaced hundreds of thousands. During the three decades, five attempts at formal peace processes were initiated, all of which ended unsuccessfully. This paper identifies the root causes of the Sri Lankan civil war using the social cubism analysis by Byrne and Carter (Peace and Conflict Studies, 1996, 3, 5). It then examines two of the five formal negotiations, namely the Indo‐Lanka Agreement of 1987 and the Wickramasinghe‐LTTE agreement in 2002. Finally, it explores an alternative approach to building peace in Sri Lanka using the multimodal approach by Byrne and Keashly (International Peacekeeping, 2000, 3, 97) utilizing the nested paradigm, and the time dimension of peacebuilding by Building Peace: Sustainable Reconciliation in Divided Societies (1997).

Democracy, Education, and Multiculturalism: Dilemmas of Citizenship in a Global World

What Does Globalization Mean for Educational Change? A Comparative Approach

Previous articleNext article No AccessEducating for Peace? Citizenship Education in Quebec and Northern IrelandUlrike Niens and Marie‐Hélène ChastenayUlrike Niens Search for more articles by this author and Marie‐Hélène Chastenay Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 52, Number 4November 2008Special Issue on Education in Conflict and Postconflict SocietiesGuest Editors: Lynn Davies and Christopher Talbot Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/591296 Views: 278Total views on this site Citations: 19Citations are reported from Crossref History July 31, 2008 © 2008 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Thursica Kovinthan Levi The Multiple and Intersecting Roles of Civics Textbooks in Conflict-Affected Sri Lanka, (Jun 2022): 63–80.https://doi.org/10.1007/978-3-031-04676-6_4Edda Sant, David Menendez Alvarez-Hevia Policy and Research on Citizenship Education in the United Kingdom (1998–2018), (Nov 2020): 507–532.https://doi.org/10.4018/978-1-7998-7706-6.ch031Ana Ivenicki Multicultural Brazil in the BRICS Countries: Potentials for the Social Sciences and Humanities, Space and Culture, India 7, no.55 (May 2020): 14–22.https://doi.org/10.20896/saci.v7i5.641Bethany Mulimbi, Sarah Dryden-Peterson “There is still peace. There are no wars.”: Prioritizing unity over diversity in Botswana’s social studies policies and practices and the implications for positive peace, International Journal of Educational Development 61 (Jul 2018): 142–154.https://doi.org/10.1016/j.ijedudev.2017.12.009Miri Yemini, Shira Furstenburg Students’ perceptions of global citizenship at a local and an international school in Israel, Cambridge Journal of Education 3 (Jan 2018): 1–19.https://doi.org/10.1080/0305764X.2017.1418835Elizabeth Anderson Worden, Alan Smith Teaching for democracy in the absence of transitional justice: the case of Northern Ireland, Comparative Education 53, no.33 (Jun 2017): 379–395.https://doi.org/10.1080/03050068.2017.1334426Miri Yemini A Systematic Conceptual Review of Global Citizenship Education Empirical Studies Between 2005 and 2015, (Jan 2017): 59–93.https://doi.org/10.1007/978-3-319-38939-4_4Miri Yemini Local and Global Identities in Different Educational Contexts, (Jan 2017): 95–122.https://doi.org/10.1007/978-3-319-38939-4_5Heela Goren, Miri Yemini Global citizenship education redefined – A systematic review of empirical studies on global citizenship education, International Journal of Educational Research 82 (Jan 2017): 170–183.https://doi.org/10.1016/j.ijer.2017.02.004Angela Rickard, Roger S. P. Austin Assessing Impact of ICT Intercultural Work, (Jan 2017): 102–120.https://doi.org/10.4018/978-1-5225-1709-2.ch007Beth C. Rubin We Come to Form Ourselves Bit by Bit, American Educational Research Journal 53, no.33 (Jun 2016): 639–672.https://doi.org/10.3102/0002831216646871Tony Gallagher, Gavin Duffy Education for Citizenship Education and Social Justice in Northern Ireland, (Oct 2016): 523–544.https://doi.org/10.1057/978-1-137-51507-0_25Angela Rickard, Alma R.C. Grace, Roger S.P. Austin, Jane M. Smyth Assessing Impact of ICT Intercultural Work, International Journal of Information and Communication Technology Education 10, no.33 (Jul 2014): 1–18.https://doi.org/10.4018/ijicte.2014070101Lindsay Ellis Law and order in the classroom: reconsidering A Course on Citizenship , 1914, Journal of Peace Education 10, no.11 (Apr 2013): 21–35.https://doi.org/10.1080/17400201.2012.711755Ulrike Niens, Una O'Connor, Alan Smith Citizenship education in divided societies: teachers' perspectives in Northern Ireland, Citizenship Studies 17, no.11 (Feb 2013): 128–141.https://doi.org/10.1080/13621025.2012.716214Alan McMurray, Ulrike Niens Building bridging social capital in a divided society: The role of participatory citizenship education, Education, Citizenship and Social Justice 7, no.22 (Jun 2012): 207–221.https://doi.org/10.1177/1746197912440859Reynaldo Ty Social injustice, human rights-based education and citizens’ direct action to promote social transformation in the Philippines, Education, Citizenship and Social Justice 6, no.33 (Oct 2011): 205–221.https://doi.org/10.1177/1746197911417413Lynn Davies The Different Faces of Education in Conflict, Development 53, no.44 (Nov 2010): 491–497.https://doi.org/10.1057/dev.2010.69Edda Sant, David Menendez Alvarez-Hevia Policy and Research on Citizenship Education in the United Kingdom (1998–2018), (): 302–327.https://doi.org/10.4018/978-1-5225-7110-0.ch013

Reviewed by: Oppression and Resistance in Southern Higher and Adult Education: Mississippi and The Dynamics of Equity and Social Justice by Kamden K. Strunk, Leslie Ann Locke, and Georgianna L. Martin Cindy Ann Kilgo OPPRESSION AND RESISTANCE IN SOUTHERN HIGHER AND ADULT EDUCATION: MISSISSIPPI AND THE DYNAMICS OF EQUITY AND SOCIAL JUSTICE Kamden K. Strunk, Leslie Ann Locke, and Georgianna L. Martin New York, NY: Palgrave Macmillan, 2017, 231 pages $119.99 (hardcover) $89.99 (ebook) "Thank God for Mississippi." It is a quote that opens Chapter 1 of Strunk, Locke, and Martin's (2017), Oppression and Resistance in Southern Higher and Adult Education: Mississippi and the Dynamics of Equity and Social Justice. It is also a quote that I, having spent half of my childhood in the Mississippi Delta and the other half in rural Georgia, heard often. As someone who has studied and continues to study higher education and student affairs, I am often disappointed that so many texts fail to provide examples or cases involving the southern United States and more specifically the Deep South. Often it is considered not transferable or generalizable to other regions of the U.S., given the unique and storied past of the region. When this book became available, it immediately sparked my interest and after reading and reviewing it, I can say that it certainly did not disappoint. The authors of this text built a compelling case within this opening chapter for why Mississippi, despite usually ranking last in (all) education markers, should in fact be studied. After the introductory chapter, the book is organized into three sections: (1) Oppression in Mississippi Adult and Higher Education, (2) Resistance in Mississippi Adult and Higher Education, and (3) The Dynamics of Equity and Social Justice in Southern Adult and Higher Education. Each section consists of two to three chapters. Further, each section integrates oppression and resistance related to multiple social identities, including race, sexuality, gender identity, and social class. I outline in my review below each of the three sections, as well as the relevance of this text to student affairs practice. Oppression in Mississippi Adult and Higher Education Chapter 2, "Conditions of Oppression in Mississippi Adult and Higher Education: The Legacy of White Supremacy and Injustice," detailed the contemporary segregation present within education systems in Mississippi. This chapter provided data to suggest that schools at all levels in Mississippi are "at least as segregated as they were before Brown v. Board of Education" (p. 33). The authors used publically-available data to illustrate the pervasive nature of educational oppression within the state. The authors also described the oppression faced by low-income students and lesbian, gay, bisexual, transgender, and queer (LGBTQ+) students. Chapter 3, "Tracing the Development and Entrenchment of Oppression in Mississippi Adult and Higher Education," provided the historical side to Chapter 2. In this [End Page 171] chapter, the authors described the ways in which Mississippi remained segregated, partially due to the creation of White-flight private K-12 academies in protest of desegregation. The authors also provided data on the disproportionate state funding of public postsecondary institutions. Chapter 4, "Oppression and Resistance Timeline" was particularly intriguing, as it provided a tangible timeline of oppression and resistance within the south. This timeline functions as a way to transition from oppression within the state to highlighting the resistance efforts, both in the past and present. This timeline has great functionality and benefit to readers of all types, including within curricular or programmatic venues involving undergraduate students. Resistance in Mississippi Adult and Higher Education Chapter 5, "Black Resistance" outlined resistance from the antebellum period to today. The authors highlighted major players in the desegregation of Predominantly-White Institutions (PWIs) in the state, community efforts, and contemporary educational organizations. The authors focus on the ways in which resistance has occurred, despite the oppressive influences within the state. One section being titled, "Resistance May Get You Killed in Mississippi" (p. 118) illustrates the risk involved with resistance movements within the state and region. In Chapter 6, "Social Class and Resistance," the authors dove deeper into the inequities by race by also considering socioeconomic factors. The authors highlighted the interconnected nature of race and class...

aligning Cameroon higher education to BP, 152-155 Cameroon higher education system, 150-152 connection between inclusion and neoliberalism in, 24-25 consequences of BP for students in Spain, 82-83 and emergence of social dimension, 42-44 graduate employability in universities in Cameroon from social justice perspective, 158-164 growth of EHEA and, 3-4 and implementation in Spain, 81-87 implementation of, 89 inclusion in BP, 169-171 inclusion-related action lines in neoliberal BP, 19-21

Fostering social justice leaders through the social action, leadership and transformation (SALT) model

Higher Education institutions robustly adopted digital pedagogy during the coronavirus (COVID-19) pandemic. This article reports on a study focussing on postgraduate students’ first-hand experiences of digital pedagogy for Science, Technology, Engineering and Mathematics (STEM) education. This study was conducted at one higher education institution in South Africa post-COVID-19. The study was framed by the technology acceptance model and a self-constructed conceptual model focusing on key concepts and ideas related to social justice. Forty-seven postgraduate STEM education students participated in the study. A mixed-methods approach guided the data generation for this study, whereby one questionnaire was used to generate quantitative data and four semi-structured focus group interviews assisted in generating qualitative data. Thematic coding, interpretative techniques and NVivo were used to analyse the qualitative data. Excel was used to analyse the quantitative data. The results exhibit the strengths, limitations and implications of digital STEM pedagogy for higher education in a developing country. This study adds to the developing knowledge concerning digital pedagogy for STEM education and social justice issues in developing countries. Using postgraduate STEM education students’ personal experiences of digital pedagogy, this study seeks to contribute to the growing body of research on the social justice implications of using digital pedagogy in higher education. By examining the implications of digital pedagogy for STEM education through a social justice lens, this research can inform curriculum development and pedagogical practices that encourage more inclusive and equitable learning environments.

During the past decade, we have conducted research in our own countries, all of which are considered conflict or postconflict societies: Israel, Cyprus, and Northern Ireland. We have focused on a variety of topics related to peace education, reconciliation, and coexistence. Giving special emphasis to the formation of identity in educational settings, two of us have investigated primarily in integrated schools (in Israel and Northern Ireland), while the third has conducted research in multicultural schools (in Cyprus). We believe that a comparative study of these three settings is valuable because such juxtaposition helps to conceptualize how some aspects of identity are developed in practice in the countries in question (Phillips and Schweisfurth 2006). What has attracted our attention in this body of research are the dissimilar ways in which educators and children attend to identity issues when such issues appear in interactional events. Although educators, in their rhetoric and educational practices, often seem to essentialize ethnic or religious identity and mark events as related to absolute categories, children, though knowledgeable of these categories, seem less attentive to them in their social activities and construct their social worlds with less emphasis on ethnic or religious divisions. Regardless of the differences in identity found in the educational policies of Israel (emphasis on Zionist ethos), Northern Ireland (focus on pluralism), and Cyprus (priority on Greek-centered education), we have observed that, in practice, children’s perspectives differ from those of adult educators. In this article, we examine the ways in which educators engage in educational initiatives geared toward peace, coexistence, and/or conflict resolution and consider the implications for such initiatives if children’s perspectives were taken into consideration. We first summarize the similarities and differences with respect to the sources of conflict in the three societies. Then we offer short descriptions of the educational initiatives under examination and the sociopolitical con

Background: The imperative for social justice in education means that pre-service teachers should learn how to teach for and about social justice, including pedagogical and content knowledge. Understanding how physical education (PE) pre-service teachers and teacher educators construct and develop their knowledge of social justice pedagogies and critical content, intertwined with values based on social justice and equity, is needed to best support future teachers. Purpose: The focus of this paper is how physical education teacher educators and PE and sport pedagogy university faculty have developed their knowledge of teaching for and about social justice: where their knowledge came from and how they draw upon it in their teaching and programme design. Method: Seventy-two faculty from seven countries engaged in an in-depth interview about their conceptualisation of social justice, their knowledge, practices, institutions, and policy contexts and completed a demographic survey on their social identity and professional experiences. Using a social justice pedagogical and content knowledge (SJPACK) model, thematic analysis generated formal educational study, workplace experience, and personal or social identity bases of social justice knowledge. Findings: Many of those who expressed a commitment to teaching about and for social justice had personal and professional experiences that had provided ‘eye-opening’ moments. For instance, some had encountered marginalisation and discrimination based on their identity. If social justice issues were not a part of a participant’s lived experience, but they had professional experience in the field, they were struck by what they did not know and subsequently sought out postgraduate or professional development. Professional experiences in the field were much more likely than formal education experiences to provide recognition that participants needed to learn more about social justice. Social justice is both knowledge and an ideological stance, so learning about social justice is as much about values and disposition as about content. Social justice must be important enough for teacher educators to embed in their belief system so that it becomes part of their pedagogical practice. Conclusion: This study prompts consideration of the professional development needs of teacher educators concerning social justice that goes beyond acknowledging the existence of sociocultural issues by moving towards changes in pedagogical practices in PETE and PESP programmes. We advocate collaborative and reflective professional development for educators if SJPACK is to be woven throughout teacher education programmes and not just incumbent on educators with personal experience of social justice issues.

The study aimed to develop a Philippine peace framework in its sociopolitical-psychological perspectives. The international framework of peace with dimensions of substantive, processual, and personal peace values and spheres were used as springboard to describe the Philippine peace. Concepts of positive peace and negative peace emerged in Philippine peace efforts. Library search and document analysis were employed as methods of investigation. Peace philosophy model focused on the peace thinking of the respondents as analyzed by the authors in the literatures reviewed. Peace spheres span from the influence of a universalist to inward-oriented concept of peace; also from individual to group level of human organizations within the nation. In the process of analysis, the acronym DEFERENCE and FIST were formed. Interestingly, deference means “respect” while, in antithesis, the word fist is associated with fight. Literally, deference is a means to avoid fistfight (or may denote any form of fight, for that matter). In the present study, DEFERENCE stands for Discipline and order, Emotional stability/positive affect, Freedom from fear and want, Equality based on social justice, universal Respect, Equitability, Non-direct and structural violence, Care for the environment, Empowerment and stewardship, and education. FIST, on the other, represents Family-oriented values, Interdependence and solidarity, Spirituality and Trust. These peace values comprised the socio-politicalpsychological Philippine peace framework in the educational, organizational and political settings under study.ReferencesAga, N. B. (2019). Culture of peace and organizational commitment of employees from the lens of accreditation and stewardship. Southeast Asian Journal of Educational Management 1 (1).Arcenas, W. P. &amp; Radislao, M. J. (2013). Peace and justice education in a private Catholic college. Development Education Journal on Multidisciplinary Research.Arviola, Jr. S. A. (2008). Community-based peace-building program: The case of Bual zone of peace, Philippines. Asia-Pacific Social Science Review, 8(2), 51-59.Armarlo, E.S. &amp; Maramba, D.A. (Eds.). (1995). Alay sa Kalinaw. UNESCO National Commission of the Philippines.Bernardo, A. B. I., &amp; Ortigas, C. D. (Eds.). (2000). Building peace: Essays on psychology and the culture of peace. De La Sale University Press.Datu, JA. D., Valdez, JP. M., &amp; King, R. B. (2018). Exploring the association between peace of mind and academic engagement: Cross-sectional and cross-lagged panel studies in the Philippine context. J Happiness Stud. 19,1903–1916. https://doi.org/.1007/s10902-017-9902-x Du, E. C., Gamba, C. Z., Chan, S. C., &amp; Cagas, RR. L. (2017). Bangsamoro peace framework agreement and basic law as perceived by the people in Northern Mindanao. Capitol University Press. Progressio Journal on Human Development(2014).8. Ferrer, M. C. (1997). Peace matters: A Philippine peace compendium. UP Center for Integrative and Development Studies Peace, Conflict Resolution and Human Rights Program. Galtung, J. (1967, September). Theories of peace: A synthetic approach to peace thinking. https://www.transcend.org/files/Galtung_Book_unpub_Theories_of_Peace_A_SyntheticApproach_to_PeaceThinking_1967.pdfGogoi, R.(n.d.). Peace: A theoretical framework. https://www.ukessays.com/essays/politics/concepts-peace-2383.phpGutang, A. B. (2013, April). Peace Concept Among the Tri-People in Davao City: Basis for Peace Building Model. Thesis. University of Southeastern University.Macapagal, ME. J.&amp; Galace, J. (2009). Social psychology of People Power II in the Philippines. peace and conflict. Journal of Peace Psychology, 9(3), https://doi.org/10.1207/ s15327949pac0903_3Matsuo, M. (2007). Concept of peace in peace studies: A short historical sketch. https://www.semanticscholar.org/paper/Concept-of-Peacein-Peace-Studies-%3A-A-Short-Sketch-Matsuo/85b15d3c83bd06d9362ae57554e6061a2e6524baOrtiz, W. P. (2017May). Ang paghahanap ng nalandangan at paghahasik ng kapayapaan para sa bayan. Saliksik E-Journal. 6(1). Departamento ng Filipino at Panitikan ng Pilipinas Unibersidad ng Pilipinas.Roberts, N. (2014March 31). Philippines: Mindanao: The political psychology of peace. 2011 World Development Report on Conflict, Security and Development, Philippine Daily Inquirer.Salazar-Clemena, RM. (2000). Psychology and a culture of peace: Enriching relationships and establishing balance. In A. B. I. Bernardo, &amp;C. D. Ortigas (Eds.), Building peace: Essays on psychology and the culture of peace. De La Sale University Press.Santos, Jr., S. M. (2002). Peace advocate. De La Salle University Press.Yan, M. T. (2000). The dynamics of psychology in the Mindanao peace process. In A. B. I. Bernardo &amp; C. D. Ortigas (Eds.), Building peace: Essays on psychology and the culture of peace. De La Sale University Press.Yu, R. T. (2010). Haraya ng bata: Kapayapaan sa paningin at panulat ng batang Filipino. Malay, 23(1), 149-170

CIES Bibliography 2011

PurposeThe aim of this study is to obtain a broader knowledge of innovative pedagogical practices in higher education, by analysing the particular case of the Higher Institute of Administration and Languages (ISAL). The literature review reveals a gap in this scientific field, and filling this gap is as imperative as the need to articulate higher education with the Students' Profile by the End of Compulsory Schooling.Design/methodology/approachThis research adopts a qualitative methodological approach, in order to analyse the students and teachers' perceptions of the active learning methodologies implemented at ISAL. Data were collected from a closed-ended questionnaire, aimed at a population composed of students and teachers.FindingsThe literature review reveals a gap in this scientific field, particularly in Portugal. Filling this gap is as imperative as the need to articulate higher education with the Students' Profile by the End of Compulsory Schooling.Practical implicationsWith the adoption of this methodological approach, this research intends to verify not only whether the innovative pedagogical practices addressed in the literature review are implemented in this institution, but also to identify obstacles to their implementation. With regard to the results, several pedagogical innovation practices are already implemented, even though some limitations to their implementation are identified.Originality/valueThis research allows identifying indicators that are essential to outline an intervention plan in the pedagogical practices implemented at ISAL or other higher education institutions and contributes to assessing the current state of pedagogical practices in higher education.