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Negative and positive conflict in education-Davies (2006).
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This paper seeks to provide a starting point for a broader discussion on the development of a critical research agenda in the field of ‘Education and Conflict Studies’. We begin the paper with a brief overview of the field of Education and Conflict drawing on a series of recent ‘overviews’ of the field and locate this within the context of the chan...
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... Thirdly, she mentions a 'set of possibi- lities under the broad heading of global citizenship'- including the notion of 'interruptive democracy', which promotes dialogue and encounter to foster 'positive conflict' within educational institutions. Lynn Davies' recent contribution of a typology of 'how war and peace are taught', presented in Fig. 1, as well could help to understand education's role in contributing to ...
Citations
... El segundo artículo, llevado a cabo por Novelli & Lopes Cardozo (2008), propone una base inicial para la construcción de una teoría unificada que pueda servir como apoyo en zonas de conflicto, donde la educación podría desempeñar un papel crucial como instrumento de paz. Esta propuesta teórica no solo plantea la importancia de comprender el papel de la educación en contextos de conflicto, sino que también sugiere vías para su aplicación práctica en la promoción de la paz y la estabilidad en estas áreas vulnerables. ...
El conflicto armado tiene un impacto negativo significativo en la calidad de la educación, lo que a su vez contribuye a su prolongación indefinida. La literatura académica actual sobre este tema está dispersa y fragmentada, lo que hace imperativa una revisión que integre estos aspectos y proporcione un panorama general junto con sus principales subcampos. El propósito de esta investigación es identificar los principales aportes académicos sobre el conflicto armado y la educación mediante el uso del algoritmo Tree of Science a partir de una búsqueda en Scopus. Los resultados revelaron tres áreas importantes. En primer lugar, se aborda la influencia de la educación emprendedora en zonas de conflicto. En segundo lugar, se discute sobre las emergencias históricas, y en tercer lugar, se analizan las inequidades políticas. Estos hallazgos pueden ser utilizados por los encargados de tomar decisiones para impulsar proyectos que promuevan la paz en las comunidades afectadas por el conflicto armado, a través del fomento de la educación.
... The Soviet Union invasion of Afghanistan in 1979 marked a key turning point in the history of Afghanistan which propelled the country to the forefront of the Cold War. The invasion of Afghanistan by the USSR instilled a deep sense of apprehension in the Western world regarding Russian influence and the spread of communism within Afghanistan (Spink, 2005;Matsumoto, 2008;Novelli and Lopes Cardozo, 2008;Baiza, 2013). The US used education system in Afghanistan to spread anti-communist ideologies while Saudi Arabia was using the same opportunity to promote jihad against infidels and promote Wahabi branch of Islam. ...
... The other barrier negatively impacting minorities' education in Afghanistan emerged to be the imposition of political agenda through national curriculum. Afghanistan has a history of curriculum manipulation to serve political agendas of the international powers (Spink, 2005;Matsumoto, 2008;Novelli and Lopes Cardozo, 2008;Baiza, 2013). This legacy of the international giants has now continued to manifest itself in the form of ethno-centric nationalism (Hyman, 2002), the effect of which is now observable in the development of the new unified national curriculum. ...
This paper is an extensive literature review which looks into educational barriers for minority communities in Afghanistan and how these barriers challenge their ability to resist the existing marginalization and oppression. The analysis reveals a range of barriers which are critical for the development and resilience of the minority communities. Firstly, minority communities in Afghanistan face significant challenges in accessing education, with women and girls in these groups being disproportionately affected. Secondly, educational institutions located in areas predominantly inhabited by minority groups are exposed to security risks, including bombings and armed attacks. Thirdly, there is an underlying systemic discrimination present in the education system for these minority groups, leading to their exclusion from mainstream universities and institutions. Additionally, schools situated in minority regions struggle with severe shortage of resources, lacking proper infrastructure, books, and teaching materials which often requires public efforts for construction and maintenance. Lastly, the school curriculum tends to reflect specific ethnic and political narratives that ignore the histories and experiences of minority communities. The analysis revealed that these obstacles negatively impact the ability of minority populations to effectively resist the oppression and overcome historical marginalization. Access to quality education, security, unbiased curricula, resources, and the freedom to shape one's identity play critical roles in determining the extent to which oppression can be resisted. The findings from this study highlight that these challenges often push minority groups towards a more compliant position within the existing status quo which is severely limiting their agency and opportunities for empowerment.
... Ensuring access to education is regarded as one of the most important element in the lives of those in conflict-affected contexts, because it is believed to bring hope for the future and restore normalcy in their daily activities (Sinclair, 2002;Wallis, 2004) Hence, education is often perceived as a critical input towards resolving conflicts and crises, and therefore, 'the fourth pillar of humanitarian response, alongside nourishment, shelter and health services' (Sinclair, 2002, p. 27). Refugee education research with this approach tend to treat education as one component of a rapid response, by focusing on how to provide immediate protection to children and prevent human rights violations (Burde et al., 2017;Novelli & Lopes Cardozo, 2008;Sinclair, 2007;Winthrop & Mendenhall, 2006). ...
... From the Freirean perspective, education is to 'teach an individual to read and offer new possibilities for reading their world, empowering them to question the nature of their historical and social situation' (Glassman & Patton, 2014, p. 1358. In other words, education is to raise critical consciousness to imagine alternatives to the status-quo (Novelli & Lopes Cardozo, 2008) through reflecting on the sources of conflict. In support of this view, education for refugees must become a site for questioning dictated capabilities and participating in decision-making process that affect the enjoyment of their own rights. ...
... This article has categorized three conventional approaches rationalizing education for refugee learners. Firstly, the humanitarian approach describes what UNHCR has been adopting as its general institutional approach in provision of education in refugee contexts (UNHCR, 2011) that has broadly been discussed in the discourse of emergency education (Burde et al., 2017;Kagawa, 2005;Nicolai et al., 2019;Novelli & Lopes Cardozo, 2008;Sinclair, 2007;Winthrop & Mendenhall, 2006). Centring around the immediate and outward crisis instead of the broader politics (Kapoor, 2013), education in the humanitarian approach is commonly viewed as 'a rapid response, providing immediate protection to children' (UNHCR, 2011, p. 9). ...
... These arguments are easily extendable to the nature of EiE research and practice today. As noted by Novelli and Lopes Cardozo (2008), there remain strong educationalist, methodologically nationalist, and statist approaches to the work that is done in this area. These approaches depoliticise the highly ideological and contentious project of education which young people in contexts of social tension and conflict experience, and they ignore the geopolitical and economic interests of external actors who may be shaping educational responses in such places. ...
... Sometimes communities or the subjects of the study haven't even thought that they have a problem to be solved or a situation to be changed … rather these assumptions come from a foreign framework which is judging what is right or wrong. This need to create and frame problems that then require support to be solved by the EiE community is closely connected to the rise of Western interventionism in a range of high-profile conflicts from the 1990s onwardsoften under the guise of state and nation-building (see Lopes Cardozo and Novelli 2018;Novelli and Lopes Cardozo 2008). This coincided with the rise of a global education agenda, as reflected in the Education for All objectives which were then integrated into the Millennium Development Goals (Mundy 2006). ...
In this paper, and as a team of researchers/practitioners spanning the globe, we reflect on the historical and ongoing legacies of (neo)colonialism and imperialism in education in emergencies (EiE) research and practice using collaborative auto-ethnography. Specifically, we explore how we’ve experienced hierarchies of power, positionality and privilege, and how we’ve benefited and/or been victims of this in the past. We then move to explore how we are striving to realise authentic and meaningful co-production in ACCESS (Accelerating Change for Childrens’ and Youths’ Education for Systems Strengthening), a 44-month research-practice partnership that aims to improve education provision for out-of-school children and youth. We identify both opportunities and challenges to doing this and highlight how decolonising EiE research/practice is an ongoing process rather than finite, singular actions.
... The implications of these global indexes in addition to the exacerbation of various social problems the GATE venture was supposed to mitigate, only serves to highlight much deeper issues beyond funding alone. One consequence of the GATE Programme is the increase of both misemployment or underemployment among the educated members of populace (Doon, 2021b), which in turn continues to perpetuate the instability and dysfunctionality that is characteristic of countries situated within the Global South (Dirlik, 2007;Lopez, 2007;Novelli & Lopes Cardozo, 2008). Problematic nature of the GATE Programme and national qualifications framework will be discussed in the remainder of this chapter, insofar as it severely undermines its own aims. ...
At the turn of the 21st century, the Global South nation of Trinidad and Tobago made lavish investments in its higher education sector, by expanding access and developing a corresponding education framework as a means of further systematising the education environment. These efforts were part of a broader state-directed project known as Vision 2020, which aimed at propelling the nation towards having a developed status. While this grand endeavour was also meant to address local inequalities and social problems through education, there was a glaring omission of any reference to values-based knowledge generation or critical capacity building, often found in conceptions of Global Citizenship Education (GCE). Several years following the initial education access expansion effort, strong evidence demonstrates the failure of this venture in both education policy and practice which might have been remedied with greater emphasis on priority areas with the GCE paradigm. In this case study, the value of GCE is foregrounded, in contrast to the dominant neoliberal discourse on higher education in Trinidad and Tobago, as it provides an avenue for the nation to address local social issues and adapt to the current post-globalised environment.
... This case study found initial evidence for different perspectives that ECE principals in Ukraine have regarding their role and approach to leadership, some of which may be linked to the Ukrainian context. Research suggests that a managerial approach is more common in low-income and centralised educational contexts, for example, in many developing countries in Africa and South America (Karareba, Clarke, and O'Donoghue 2018;Novelli and Cardozo 2008). Many aspects of the education system in Ukraine remain, despite educational reforms of the last three decades, centralised and under the control of national policies. ...
In an era of ongoing transformation in the Ukrainian education system, school leaders play an important role in implementing educational reforms. However, their role and practice of leadership are poorly understood. This qualitative case study explored facets of approaches to educational leadership and key challenges faced by four female principals (Mage = 52 years, SD = 7.7) of average-sized public kindergartens, serving middle-class families. In-depth interviews were conducted. Results revealed important similarities and differences in principals’ views about their role and approach to work. All four principals were focused on their primary responsibilities, most prominently organisation of educational processes and relationships with teachers and parents. Differences in how they viewed their role, however, may affect their behaviours at work. While two principals focused on maintaining ongoing processes and strictly adhering to the hierarchy within their institution and with local educational authorities, the other two principals invested in motivating staff to increase their personal commitments and in developing trusting relationships with teachers and parents to create a shared identity for their institution. Implications for early childhood education principals in Ukraine are discussed.
... Although a relatively recent field of study, a robust scholarship on EiE focuses on a range of areas such as education during and after armed conflict (Burde et al., 2017;Novelli & Cardozo, 2008;Smith, 2005;Zakharia, 2017), crisis impacts on marginalized groups (Burde, 2014;Zakharia, 2013), education for refugees (Bellino, 2018;Dryden-Peterson, 2016, 2022Kirk & Winthrop, 2007;Mendenhall et al., 2015;Shohel, 2020;, and post-disaster schooling (Brundiers, 2018;Shah & Lopes Cardozo, 2014). A strong body of scholarship offers country-level analyses of crisis and schooling (Akar & van Ommering, 2018;Hamadeh, 2019;Taskin & Erdemli, 2018;Pherali, 2011;Zakharia, 2013). ...
International actors increasingly advocate for partnerships in education in emergencies (EiE) to address the dire educational opportunities of school-aged children in sites of disaster, armed conflict, forced migration, and other humanitarian crises. This study explores the nature of partnerships in EiE. We examine the impetus behind an expansion of partnerships among diverse global actors and key characteristics, relationships, and dynamics within these partnerships. Using data collected from key informant interviews and documents from organizations involved in the Syria refugee education response (2018-2021), we detail two emerging characteristics of partnerships in EiE: (1) market-based principles in rhetoric and practice; and (2) a rise in private sector participation. While partnerships aim to improve coordination between agencies, our study uncovers the counterintuitive finding that competition characterizes the EiE partnership space more often than coordination. Furthermore, despite the education and humanitarian community’s promotion of a “localization agenda”—prioritizing full participation of affected local communities as partners in education policy and implementation—our research points to a maintained hierarchy where international actors hold most influence in EiE. We discuss the practical implications of this power asymmetry within the broader context of marketized humanitarianism, and raise concerns regarding equity within unchecked partnerships.
... The first principle claims that research on teacher well-being in protracted crises necessitates a methodological design which captures the multiscalar systems in which teacher well-being is embedded. Novelli and Lopes Cardozo (2008) caution against 'methodological nationalism' in research on education in conflict-affected contexts, recognizing ' a range of social forces and agents that operate below, around, above and beyond the nation state' . We demonstrated that teachers are directly and indirectly nested within webs of potentially conflictual relationships, extending well beyond the local and community level. ...
Research on teacher well-being that works from a localized socioeconomic perspective tends to neglect the nestedness of teacher well-being within wider systems. Randomized Controlled Trials (RCTs) are illustrative of such decontextualised ontological and epistemological foundations. In this article, we demonstrate the benefits of a system dynamics Cultural Political Economy informed analysis for research on teacher well-being in protracted crises. Zooming into teacher contract and salary policies in the Democratic Republic of Congo, we compare our largely qualitative research with two RCTs. Our article yields two insights for future systemic analyses of teacher well-being in protracted crises. First, such research necessitates a methodological design which captures the multiscalar systems in which teacher well-being is embedded. Second, such research requires an exploration of cultural, political and economic dynamics that affect teachers and establish boundaries for teacher well-being.
... Thirdly the main disadvantage of globalization is, the people of Pakistan are copying western educational culture in different ways. Pakistan is not fully prepared to catch this blend for the purpose of development and future concerns (Novelli & Cardozo, 2008). For this purpose, Pakistan will have to reduce its internal weaknesses and make more powerful internally to get benefit from the inter-country and intra-countries integration of globalization. ...
The review-based study puts light on globalization in an educational culture like the effect of contemporary global educational culture, the technical effect, and the effect of the corrosion of values in Punjab Public Secondary Schools. This paper also analyzed the support and development of globalization to provide public secondary school education. In addition, the research discussed the opportunities and challenges of globalization in educational culture. The results of the study showed that Pakistanis educational culture at the secondary schools level has become hybrid due to dominant countries' styles adopted by our educational system while taking benefits from the western school system within the dimension of its ideology, moreover, cultural factors are affecting the values and norms as well as the education. The research will be helpful for policymakers, parents and other stakeholders, and heads of public secondary school education.
... Practitioners and educators also noted the pre-COVID-19 gap in services provided to displaced children and called for increased support for and investment in education (Anderson et al. 2006;Karpinska 2012). The majority of studies show that education in settings of displacement has a positive effect on children's protection, wellbeing, economic development, peace, and stability (Davies and Talbot 2008;Paulson and Rappleye 2007;Novelli and Cardozo 2008;Mosselson, Wheaton, and Frisoli 2009). ...
This paper presents research on girls' and boys' gendered perceptions of their learning during school closures due to COVID-19. The research was conducted in ten countries affected by displacement across Asia, the Middle East, Africa, and Latin America. We applied statistical analysis using multivariate logistic regression models from the results of a survey conducted with parents or caregivers and their children. We complemented the quantitative study with qualitative methodology, which provided a nuanced understanding of girls' and boys' perceptions of their learning and their voiced concerns during the COVID-19-related school closures. Our results show that the children in the displaced settings are likely to perceive a decline in learning during the pandemic, and that the factors influencing this perception differ between boys and girls. Girls' perceptions of learning "nothing" or only "a little bit" were more strongly associated with material barriers, such as limited access to learning materials and household economic circumstances, than was the case for boys. The boys' experience of learning "a little bit" or "nothing" was more strongly associated with increased negative feelings, including feeling sad or worried, increased violence in the home, and increased responsibility for looking after siblings or other children. This research notes the importance of supporting displaced children by providing adequate resources to enable equitable access to learning, and calls for cross-sectoral programming to support displaced children who are dealing with emotional pressure.
