Teachers in a Bolivian context of conflict: potential actors for or against change?

Cardozo, M. Lopes

doi:10.1080/14767720903412226

Cited by 13 publications

(4 citation statements)

References 35 publications

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“…Research from conflict-affected contexts makes clear that teachers' space for manoeuvre (i.e. their personal and professional agency) is bounded and framed by social, political and economic conditions (Vongalis-Macrow 2006;Lopes Cardozo 2009;Pherali 2013). As argued in previous work, the SRA provides a framework to understand teachers as both strategic and political actors and whose agency exists in a dialectical relationship with the broader cultural, political and economic (post-)conflict environment Lopes Cardozo 2014, 2016).…”

Section: Understanding and Conceptualizingmentioning

confidence: 93%

Heroic Teachers? Understanding the Choices and Strategies of Teachers in a Context in Flux

Shah¹

2023

The Making of Teachers in the Age of Migration

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Section: Understanding and Conceptualizingmentioning

confidence: 93%

Heroic Teachers? Understanding the Choices and Strategies of Teachers in a Context in Flux

Shah¹

2023

The Making of Teachers in the Age of Migration

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“…Research from conflict-affected contexts makes clear that teachers' space for manoeuvre (i.e., their personal and professional agency) is bounded and framed by the conditions that conflict creates (Vongalis-Macrow 2006, 2007Lopes Cardozo 2009Shah 2012; Lopes Cardozo and Hoeks 2014). Using ideas from the SRA, we acknowledge that the strategically selective context within which actors (such as teachers) operate is based on structural and institutional conditions, that can reinforce the motivations, actions or strategies of particular individuals, and work against others; creating both opportunities and constraints for specific courses of action (Hay 2002a(Hay , 2002bJessop 2005).…”

Section: Conceptual Framework For Teachers' Agency In Conflict and Pomentioning

confidence: 99%

‘The fruit caught between two stones’: the conflicted position of teachers within Aceh's independence struggle

Cardozo

Shah

2016

Globalisation, Societies and Education

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This paper explores the challenging situation faced by teachers as professionals and members of the community in Aceh, Indonesia during the province's civil war. It reveals how teachers' sense of agency during this period was deeply influenced by the economic/material, political and socio-cultural condition at that timeconditions and experiences which today have bearing on a place for teachers in the post-conflict peace-building process occurring in the province. During the conflict, teachers struggled to balance their strategic societal positioningas civil servants and community membersand found themselves caught in the middle of a complex range of hegemonic and counter-hegemonic forces at play. This position of constraint, we argue, limited the ability of teachers to act as peace-builders during the conflict, and continues to influence teachers' ability to function in such ways today.

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“…Empirically, this topic is often examined through countrylevel analyses, qualitative studies of conflict-affected contexts, and research into the effects of conflict on schools themselves (e.g. Bush and Saltarelli 2000;Obura 2003;Nicolai 2004Nicolai , 2007Sommers 2005;Lopes Cardozo 2009). In contrast, recent quantitative studies offer the ability to examine the relationship across multiple contexts.…”

Section: Related Literaturementioning

confidence: 99%

‘Development in reverse’? A longitudinal analysis of armed conflict, fragility and school enrolment

Shields

Paulson

2014

Comparative Education

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This paper presents a longitudinal analysis of cross-national data on armed conflict, state fragility, and enrolment in primary and secondary schooling. The study is motivated by questions raised in the 2012 Human Security Report, which challenges the widely-held assumption that conflict is necessarily detrimental to educational outcomes. We use multilevel modelling techniques to determine how conflict and fragility relate to changes in enrolment. Our findings suggest that growth in enrolment is significantly lower in conflictaffected countries but that the effect is dependent upon countries' overall enrolment level. However, when we control for fragility, the effect of conflict is not significant, which is consistent with the Human Security Report's suggestion that fragility is an underlying cause of both conflict and poor educational outcomes. We conclude by discussing the relevance of our findings and challenges for future research on fragility and education.

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Teachers in a Bolivian context of conflict: potential actors for or against change?

Cited by 13 publications

References 35 publications

Heroic Teachers? Understanding the Choices and Strategies of Teachers in a Context in Flux

Heroic Teachers? Understanding the Choices and Strategies of Teachers in a Context in Flux

‘The fruit caught between two stones’: the conflicted position of teachers within Aceh's independence struggle

‘Development in reverse’? A longitudinal analysis of armed conflict, fragility and school enrolment

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