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Yusuf Sayed

Presented at CIES Taking Stock and Looking Forward Annual Conference 2016, Vancouver, Canada, 7-10 March

Engaging teachers as agents of peace and social cohesion:

understanding impact

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Research Impact Pathways (the linear model)

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3http://livestockfish.files.wordpress.com/2012/01/crp_newmodel1.jpg

Research Impact Pathways (the process embedded model)

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The main research question that guides this study is:

To what extent do education peacebuilding interventions in countries promote teacher agency and capacity to build peace and reduce inequalities?

In answering this question we pay particular attention to how they seek to mitigate gender, ethnic, religious and socio-economic inequities to, in and through education.

Research Overview

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Impact as publication: conceptual

Popular Press release National press University

website External

website Social media

Academic Reports Authored books Chapters in books Journal article Conference contribution Working paper Policy briefs

Open data

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Impact as engagement: networks and connectivity

Four key modes:

Workshops with stakeholders

Critical Reference Group

Targeted Policy Workshops

Roundtables

Several main targets:

Government but also parts of government

Government to government

Communities of researchers

CSOs

Policy engagement Networking

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Institutional and individual

PG students in the project

Junior staff in the project

Research capacity as impact

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Think-tanks NGOs Professional Associations Consultants Education officials

Impact mediators

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Ideas and discourse (the policydilemma?)

Non-correspondence between research and policy and practice

Capacity development limited by grant time limits

North-South dynamics and dialectic

Limits

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Context embeddedness

The conjunction of politics and biography

The conjunction of time and space

The external shock – xenophobia in South Africa as reason for why the project took on importance

The impact of chance

Impact as contingent and opportune