Impact of Conflict

Milton, Sansom

doi:10.1007/978-3-319-65349-5_3

Cited by 2 publications

(4 citation statements)

References 25 publications

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“…Their use has become one of the priority approaches in EiE (Dahya, 2016 ; Lewis & Thacker, 2016 ). This is particularly true for higher education (Milton, 2017 ; Reinhardt et al, 2018 ). Numerous universities in the Global North, in fact, offer courses using distance education intensively.…”

Section: Curriculum Educational Alternatives and Potential Innovationsmentioning

confidence: 99%

Learning in emergencies contexts: From the building of the concept to multifaced actions in the field

Akkari

Radhouane

2023

Prospects

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The article is structured into five parts. The first part explains the concept of education in emergencies (EiE) and highlights the challenge of applying it in countries with a fragile education system, particularly in Africa. The second part emphasizes the humanitarian foundation of EiE and recognizes the efforts of international organizations and United Nations agencies in promoting and developing the sector. The third part discusses the quality aspects of EiE, while the fourth part explores curricular choices and potential innovations. Collaboration between national authorities and international organizations is essential for progress in the field, and the choice of language of instruction can be a contentious issue. Finally, the fifth part briefly summarizes the various contributions to the special issue and draws some concluding remarks.

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Section: Curriculum Educational Alternatives and Potential Innovationsmentioning

confidence: 99%

Learning in emergencies contexts: From the building of the concept to multifaced actions in the field

Akkari

Radhouane

2023

Prospects

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“…In sum, the literature shows that higher education has the potential to support or hinder peacebuilding through the spreading of messages of peace or war, positive/negative intergroup contact, and exacerbating or alleviating horizontal inequalities. In short, higher education has negative and positive (or good/bad) faces (Bush and Saltarelli, 2000; Milton, 2017). However, we also find through our examination of the data in this study that higher education in conflict-affected contexts is often more complex than this dualistic perspective suggests.…”

Section: Higher Education Conflict and Peacebuildingmentioning

confidence: 99%

“…However, in settings affected by conflict, higher education is often perceived to be a luxury, not a necessity. Yet recent research has indicated the positive role of higher education to contribute to post-conflict recovery (Milton, 2017) and to the promotion of democracy, preservation of culture, and professionalization of the social sector (McCowan and Unterhalter, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Then, we outline our methodology and findings before turning to the discussion. All in all, the paper offers new empirical insights into the challenges associated with curriculum, pedagogy, and research in higher education in general (and related to peacebuilding specifically) in conflict-affected and post-conflict contexts (McCowan and Unterhalter, 2015; Milton, 2017; Sahar and Kaunert, 2021). Four emergent themes and three implications will be discussed.…”

Section: Introductionmentioning

confidence: 99%

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Higher education peacebuilding in conflict-affected societies: beyond the good/bad binary

Kester

Abura

Sohn

et al. 2022

IJCED

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PurposeThis comparative case study looks towards the diverse approaches of higher education to support peacebuilding, from policy and philosophy to pedagogical practices, in conflict-affected and post-conflict settings. The achievement of global development goals is dependent on addressing access to quality education in conflict-affected contexts, including higher education. However, in settings affected by conflict, higher education is often perceived to be a luxury, not a necessity. This study, then, explores whether and how higher education might support peace and development through the unique perspective of the “three faces” of higher education in conflict contexts.Design/methodology/approachThe paper is designed as a qualitative comparative case study. The research examines the work of university educators in two institutions in Afghanistan and Somaliland, highlighting the challenges and opportunities they face working in conflict-affected societies and their pedagogical responses to conflict. Data for the research were collected through in-depth interviews, documents, and digital artifacts with 12 university educators across the two institutions. The faculty teach a wide variety of subjects in the social sciences and humanities, subjects including and in addition to those specific to peace and development studies. To strengthen the interpretation of data, multiple coders were involved and intercoder reliability was conducted.FindingsFindings indicate a number of challenges and opportunities that university lecturers and their institutions face in teaching for peace in conflict-affected contexts, particularly as it relates to the “three faces” of higher education to support, impede, or reveal the complicated nuances of peacebuilding in conflict settings. Member-checking was employed with participants to enhance the reliability of the analysis.Originality/valueIn the end, the paper contributes new empirical insights into higher education in conflict-affected contexts, particularly from the standpoint of faculty. Critical perspectives and implications for curriculum, pedagogy and research are offered.

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Impact of Conflict

Cited by 2 publications

References 25 publications

Learning in emergencies contexts: From the building of the concept to multifaced actions in the field

Learning in emergencies contexts: From the building of the concept to multifaced actions in the field

Higher education peacebuilding in conflict-affected societies: beyond the good/bad binary

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