teachers as agents of peace - dr yusuf sayed
TRANSCRIPT
Engaging teachers in peacebuilding in postconflict contexts
Yusuf Sayed 15th December 2015
Teachers as agents of
peace?
ESRC/DfID joint fund
for poverty alleviation
Engaging teachers in peacebuilding in postconflict contexts
OVERVIEW
Teachers and the post-2015 agenda
Framing teachers
A research agenda
Engaging teachers in peacebuilding in postconflict contexts
TEACHERS AND THE POST-2015
AGENDA
• 2015 will be the start of a new phase in
global education policy development with
arguably an ambitious global policy for 2030
• It will define the terrain for what countries and
what donors do and it will shape practice
• And teachers, teacher education and
teaching is to be at the heart of an agenda
which, for the first time, has quality education
at its core
Engaging teachers in peacebuilding in postconflict contexts
• ‘The quality of an education system cannot exceed the
quality of its teachers’
• Arguably, the most significant factor explaining variation
in learner performance (after home background) is
‘teacher quality’
• The political economy of aid and changing aid priorities
WHY TEACHERS AND WHY NOW?
Engaging teachers in peacebuilding in postconflict contexts
THE ROAD TO DIGNITY BY 2030
Engaging teachers in peacebuilding in postconflict contexts
79. We need to rebuild and reintegrate societies better after crises and conflicts. We must address state fragility, support internally displaced persons and contribute to resilience of people and communities. Reconciliation, peacebuilding and state-building are critical for countries to overcome fragility and develop cohesive societies, and strong institutions. These investments are essential to retaining the gains of development and avoiding reversals in the future.
(UNSG report to UNGA 2014)
THE ROAD TO DIGNITY BY 2030
Engaging teachers in peacebuilding in postconflict contexts
PROPOSED OVERARCHING GOAL
Thematic (World We Want)
Equitable, Quality Education and Lifelong Learning for All
HLP
Provide Quality Education And Lifelong Learning
SDG
Ensure inclusive and equitable quality education and promote life-long learning opportunities for all
UNESCO
Ensure equitable quality education and lifelong learning for all by 2030’
Centre for International Teacher Education
Engaging teachers in peacebuilding in postconflict contexts
• Thematic: Equitable lifelong education requires attention to enabling conditions –conducive learning environments with the proper and necessary infrastructure; the presence of sufficient numbers of trained and motivated teachers; and participatory governance structures that empower parents and local communities to be effectively involved in school decision making
HLP: The quality of education in all countries depends on having a sufficient number of motived teachers, well trained and possessing strong subject-area
knowledge
• UNESCO: By 2030, all governments ensure that all learners are taught by qualified, professionally-trained, motivated and well-supported teachers
• SDG: by 2030 increase by x% the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially LDCs and SIDS
Centre for International Teacher Education
TITLE
Engaging teachers in peacebuilding in postconflict contexts
South African Teachers' Strike Shuts Schools,
Compounds Educational Crisis (Bloomberg news:
http://www.bloomberg.com/news/2010-08-31/south-african-teachers-strike-shuts-schools-compounds-educational-crisis.html)
When teachers strike children suffer (Pretoria News:
http://www.iol.co.za/pretoria-news/opinion/when-teachers-strike-children-suffer-1.1511127
Haram: Nigeria teacher training college attacked (BBC:
http://www.bbc.co.uk/news/world-africa-29244107)
State school teachers 'fail to push pupils towards
Oxbridge'(Telegraph: http://www.telegraph.co.uk/education/universityeducation/11022675/State-school-teachers-fail-to-push-pupils-towards-Oxbridge.html)
Teachers must help contain HIV/AIDS(Zambia Daily Mail: http://www.ipsnews.net/2010/01/zimbabwe-training-teachers-to-cope-with-hiv-positive-
students/)
Protestors in Mexico demand justice for missing
teachers(Vatican
Radio:http://en.radiovaticana.va/news/2014/11/21/protestors_in_mexico_demand_justice_for_missing_teachers/1111848)
Why should teachers talk about mental health with
students and colleagues?(The Guardian: http://www.theguardian.com/teacher-network/2014/dec/03/teachers-talk-mental-health-students-colleagues)
SOME HEADLINES
http://www.iol.co.za/news/crime-courts/shots-fired-
near-cape-town-school-1.1651916
http://www.bbc.co.uk/news/world-africa-29244107
http://www.theatlantic.com/infocus/2014/10/mexicos-
missing-43/100838/
Engaging teachers in peacebuilding in postconflict contexts
FRAMING TEACHERS
Teachers as part of the problem (the
blame game) vs./& teachers as the
solution
Public, Policy & Research
Discourses – from derision to
super humans
Teachers as victims vs./& teachers as
perpetrators vs./& Teachers as agentsTeachers as technocrats vs./&
teachers as reflexive professional
Engaging teachers in peacebuilding in postconflict contexts
SEVEN ROLES OF TEACHERS IN SOUTH
AFRICA
1. Learning mediator
2. Interpreter and designer of learning programmes and materials
3. Leader, administrator and manager
4. Scholar, researcher and lifelong learner
5. Community, citizenship and pastoral role
The educator will practise and promote a critical, committed and
ethical attitude towards developing a sense of respect and
responsibility towards others. The educator will uphold the
constitution and promote democratic values and practices in schools
and society. … will develop supportive relations with parents and
other key persons and organisations based on a critical
understanding of community and environmental development
issues. One critical dimension of this role is HIV/AIDS education.
6. Assessor
7. Learning area/subject/discipline/phase specialist
Engaging teachers in peacebuilding in postconflict contexts
POLICE MANUAL IN SOUTH AFRICA (2009)
10. EXAMPLES OF WHAT WORKS10.1 Elements of promising safe schools programmesThe following elements were included as part of a number of safe school[initiatives with positive results and feedback from stakeholders]:Peer group mediationConflict resolution; conflict management and restorative justiceprogrammesEducation and curriculum programmes to increase tolerance and developlife and vocational skillsFamily supportTeacher training supportIndividual learner supportSafety plansAnti-bullying programmesFocusing on victims, victimisers and promoting healthy behaviour
Engaging teachers in peacebuilding in postconflict contexts
TEACHERS IN THE CONTEXT OF THE
RESEARCH
• Understanding the conditions under which education interventions focused on teachers can promote peace, and mitigate and reduce violence with a view to identifying measures and processes that can increase the effectiveness of such programmes in conflict-affected situations.
• Focuses on the role of teachers who are both potential agents of peace and of enduring conflict.
Engaging teachers in peacebuilding in postconflict contexts
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Engaging teachers in peacebuilding in postconflict contexts
Dimensions Focus
Policy analysis Integration of teachers as agents of peace in national
and education policies
Network Analysis Position(s) of key actors/agencies in relation to teachers
as agents of peace
Teacher governance Analysis of selected programmatic interventions to recruit
and deploy teacher in hard to reach areas in post conflict
contexts
Teacher professional development Analysis of selected initial and continuing teacher
education interventions in relation to enhancing teacher
knowledge, competences and disposition to educate for
peace building post conflict contexts
Curriculum training
Teacher accountability Analysis of selected programmatic interventions to
enhance teacher accountability to school and school
community in post conflict contexts
Gender and violence as transversal foci across all dimensions
TITLE
Engaging teachers in peacebuilding in postconflict contexts
Dr Yusuf SayedProject Leader(University of Sussex)[email protected]
Dr Angeline Barrett(University of Bristol)[email protected]
CONTACT DETAILS
Dr Naureen Durrani(University of Sussex)[email protected]
Prof Mario Novelli(University of Sussex)[email protected]
ESRC/DfID joint fund
for poverty alleviation
THANK YOU
Engaging teachers in peacebuilding in postconflict contexts
ESRC/DfID joint fund
for poverty alleviation