In 2009, Globalisation, Societies and Education published a special issue on globalisation, education, and violent conflict, in tribute to Jackie Kirk, a passionate researcher, educator, and advocate, who was killed while working with the International Rescue Committee in Afghanistan. This book is an opportunity to capture the promising new developments that have occurred within the maturing sub-field of education and conflict in the intervening years. It explores two critical dimensions of education amid conflict and in post-conflict settings: the increasingly protracted, non-linear and disjointed nature of conflict and the complex interplay between global and local forces in conflict-affected contexts.
Taken as a whole, this book represents a ‘narrative of becoming’ of the maturing sub-field of education and conflict. It traces and intertwines local and global histories of education amidst conflict, and puts them into conversation with the present. This volume was originally published as a special issue of Globalisation, Societies and Education.
Table of Contents
Introduction. Education, conflict, and globalisation 1. ‘The fruit caught between two stones’: the conflicted position of teachers within Aceh’s independence struggle 2. The global–local negotiation: between the official and the implemented history curriculum in Israeli classrooms 3. The right to education in protracted conflict: teachers’ experiences in non-formal education in Colombia 4. Cross-border transitions: navigating conflict and political change through community education practices in Myanmar and the Thai border 5. Fleeing through the globalised education system: the role of violence and conflict in international student migration 6. Higher education as the catalyst of recovery in conflict-affected societies 7. The changing role of education in the Iraqi disputed territories: assimilation, segregation and indoctrination 8. Educational change in post-conflict contexts: reflections on the South African experience 20 years later
Stephanie Bengtsson is a Research Scholar with the Wittgenstein Centre for Demography and Global Human Capital in Vienna, Austria. Her research focuses on challenging traditional binaries such as first world/third world, and explores how to break down boundaries between academics/researchers and practitioners in the field of education, conflict, fragility and development, both at the international policy level and on-the-ground, with teachers, schools and communities themselves.
Sarah Dryden-Peterson is an Associate Professor of Education at the Harvard Graduate School of Education, USA, where she teaches about education in settings of conflict and qualitative research methods. Her research focuses on education in armed conflict and the ways in which learning, pedagogies, and relationships may alter trajectories of conflict for nation-states and individuals.