Transformative peace education with teachers: lessons from<i>Juegos de Paz</i>in rural Colombia

Diazgranados, Silvia; Noonan, James; Brion‐Meisels, Steven; Saldarriaga, Lina María; Daza, Berta C.; Chávez, Minerva S.; Antonellis, Irene

doi:10.1080/17400201.2014.898627

Cited by 21 publications

(9 citation statements)

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“…As a result, there have been institutional (Diazgranados et al, 2014;CNMH, 2015) and scholarly (Gómez-Suárez, 2017;Sánchez-Meertens, 2017;Díaz-Gómez et al, 2019;Oettler and Rettberg, 2019) efforts to promote peacebuilding processes by including them as part of the curriculum. In the case of universities, the approach has focused on formal settings, where the students have affective and emotional development by exploring the Colombian History (Gómez-Suárez, 2017;Corredor et al, 2018;Díaz-Gómez et al, 2019;Oettler and Rettberg, 2019).…”

Section: Introductionmentioning

confidence: 99%

Social Impact of a Transformative Service-Learning Experience in a Post-conflict Setting

2020

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In the context of the 2016 Peace Agreement signed between the Colombian government and the FARC-EP (Fuerzas Armadas Revolucionarias de Colombia-Ejército del Pueblo), several challenges for society and academia have emerged: (1) overcoming the gap between the rural and urban settings, which has been one of the roots of the Colombian armed conflict, and (2) training psychologists and transforming traditional educational practices, which have not been designed to fulfill community needs in a post-conflict setting. One of the strategies from academia to overcome these difficulties is to create alliances with rural communities where students learn key competences to foster a horizontal approach while actively working with the community. In the region of Caquetá, Colombia, two Territorial Spaces for Training and Reincorporation (ETCR) were created in order to provide a space for former guerrilla members' reintegration to civil society. In the ETCR Héctor Ramírez, 27 students and two faculty participated in a service-learning project (2 weeks in December 2018 and two in June 2019) where they engaged in local daily practices and social projects based on the community's prioritized needs. The aim of this study was to analyze the learning process of undergraduate psychology students in this community psychology service-learning project in the context of peacebuilding in Colombia. This study is grounded in a Participatory Action Research (PAR) approach and data collected include reflective narratives and video diaries by students before and during the course, and two focus groups after the experience. Findings suggest that students who participated in the experience are in the process of developing cultural humility, through affective understandings and the consolidation of communities of practice that include the former guerrilla members and their knowledges. Preparing psychologists to lead peacebuilding and reconciliation processes is of importance to the field because the professional competencies gained in this context surpass the professional practice as they become part of the students' abilities as citizens. The social impact is twofold: the students learn to create partnerships where purposes are co-constructed and trust-based, while the community takes the lead of their processes creating alliances with an academia that recognizes their knowledge and practices.

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Section: Introductionmentioning

confidence: 99%

Social Impact of a Transformative Service-Learning Experience in a Post-conflict Setting

2020

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“…In Colombia, promising curriculum programs designed to implement citizenship competencies, including Aulas en Paz (Chaux, 2007) and Juegos de Paz (Diazgranados et al, 2014), have attempted to integrate relationally driven and long-term teacher training and coaching that focus on participatory pedagogy and democratic discipline techniques. One example of this focus on participatory pedagogy in practice is semester-long service learning projects in Juegos de Paz through which students (1) identify a problem in their community, (2) brainstorm ways to address the problem, (3) use democratic mechanisms of decision making to agree on a strategy, and (4) spend a semester planning and executing their plan of action to have a positive impact in their community.…”

Section: Discussionmentioning

confidence: 99%

The relationship of safe and participatory school environments and supportive attitudes toward violence: Evidence from the Colombian Saber test of Citizenship Competencies

Diazgranados¹,

Noonan²

2015

Education, Citizenship and Social

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In Colombia, reducing levels of interpersonal and community violence is a key component of the country's approach to citizenship education. In this study, we use data collected during the 2005 Saber test of Citizenship Competencies to examine the relationship of school environments and individual students' supportive attitudes toward violence among 97,971 students in 1649 schools. Using multi-level Tobit analysis with school random intercepts and regional fixed effects, we find that children taught in safe and participatory climates endorse attitudes less supportive of violence, with the effect of participatory climates almost double that of safe climates. Constructing a typology of four classroom environments, by crossing the two dimensions of safety and participation, we conclude that school environments that are safe and participatory lead to the least supportive attitudes toward violence, more than 1 standard deviation lower than unsafe and non-participatory school environments. Implications, limitations, and areas for future research are discussed.

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“…Within it, a reiterative target regarding citizenship is suggested through a discourse of reintegration and reparation in which victims may display special educational needs that could be met by different pedagogies (Excerpt 12). It is worth considering the type of citizen these particular and legitimated ways of teaching initiatives are aimed at, in a kind of transformative peace construction, as Diazgranados et al (2014) also assert when discussing the Juegos de paz ('peace games') program in Colombian rural areas which promote citizenship competencies.…”

Section: [T2]peace Within a Challenged Modern Framementioning

confidence: 99%

An-Other4 Reading of Peace Construction in ELT

Gutiérrez¹

2021

Análisis

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Someone recently suggested to me: “war is more profitable than peace” (J. Rodríguez, personalcommunication, October 24th, 2017). This prompted my consideration of the idea that peaceconstruction in multiple settings could entail purposes other than the taken-for-granted and literalones (Aldana, in press). In this reflective article, within the journal’s language and conflict theme,I will discuss discourses related to the handling of peace construction in order to examine itstransformation in governmental, academic and media documents up to 2019. Documentscontaining the word peace in various contexts were selected, and as such the period varied. Thework is approached from my position as a mixed-race educator and researcher with a decolonialand critical epistemological perspective. This qualitative exploratory study approaches peaceconstruction in ELT from a field of methodological uncertainties and a creative toolbox. Bothhistoricizing and critical discourse analysis resources are employed in an inclusionary manner toachieve the eventualisation (Restrepo, 2008) of multiple ways of understanding and referring tothe construction of peace in ELT. In this sense, the role of language appears as an underlyingstarting point. The results discuss the discourse about pacification for progress in ELT as adiscursive event with different universal and market interests. It constitutes an alternative readingof peace construction in ELT as linked to seemingly disperse discursive events mediated bylanguage in real documents.

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Transformative peace education with teachers: lessons fromJuegos de Pazin rural Colombia

Cited by 21 publications

References 5 publications

Social Impact of a Transformative Service-Learning Experience in a Post-conflict Setting

Social Impact of a Transformative Service-Learning Experience in a Post-conflict Setting

The relationship of safe and participatory school environments and supportive attitudes toward violence: Evidence from the Colombian Saber test of Citizenship Competencies

An-Other4 Reading of Peace Construction in ELT

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