Review essay: Education in and after violent conflict: Stability and the status quo or transformation and peace?

Harber, Clive

doi:10.1016/j.ijedudev.2012.02.010

Cited by 6 publications

(3 citation statements)

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“…Inicialmente, una gramática de lo inhumano, preocupada por comprender las situaciones de crueldad y el papel de las víctimas en estos hechos, seguida de una semántica de la cordialidad, en la que se fortalezcan los lazos de apoyo y solidaridad ante la contingencia y el dolor y, finalmente, una ética de la responsabilidad, en la que todos y todas nos sintamos comprometidos por el sufrimiento del otro. (p.161) La apuesta educativa debe estar acompañada de un entorno que busque la transformación social (Harber, 2013) y con ello privilegiar el pensamiento crítico que desafíe los lineamientos coloniales de poder, mover la educación a la acción y situada, desde donde se reconozcan contradicciones sociales, políticas y económicas y se tomen medidas contra la opresión (Madden, 2015).…”

Section: Educación Reconciliación Y Pedagogías Críticasunclassified

Reconciliación en los entornos educativos colombianos

2020

RCS

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Section: Educación Reconciliación Y Pedagogías Críticasunclassified

Reconciliación en los entornos educativos colombianos

2020

RCS

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“…Approaches for dealing with and improving the delivery of services such as: nutrition, education, tourism, environment, and trade in conditions of conflict and fragility are all available (see e.g., Baliamoune-Lutz 2009;Karsenty and Ongolo 2012;Novelli, Morgan et al 2012;Harber 2013;Menashy and Dryden-Peterson 2015;Taylor, Perez-Ferrer et al 2015). Evans (2015) provides a useful round up of recent thinking in conflict and fragility in Africa under headings including, institutions, trade, and mining and natural resources.…”

Section: Figure 1: Fragile and Conflict Schematic (Oecd 2013)mentioning

confidence: 99%

Considering power system planning in fragile and conflict states

Bazilian

Chattopadhyay

2016

Energy for Sustainable Development

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Traditional methods of energy planning are likely to provide results that may be inappropriate in fragile and conflict-prone countries. The risks of violence and damage, or significant delays and cancellations in infrastructure development, are rife in these states. Thus, least-cost planning processes must explicitly address the inherent risks. While there are numerous statistical methods for dealing with decision making under uncertainty, few of them have been applied to power system planning and tailored for these situations. We present a general theoretical framing of the issue, and illustrate application of a very simple method to a case study of the Republic of South Sudan. We find that, in general, the resilience aspects, combined with modular and incremental benefits of distributed generation technologies and systems emerge as attractive options if the various risks of infrastructure development are included in modelling techniques.

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“…Such external conflicts have regularly directly affected the provision of schooling and in such circumstances pupils are not necessarily safe at school. This has led to a significant increase of interest in, and publications on, education during conflicts and post-conflict education (Harber 2012). Indeed, two books on education in post-conflict societies (Paulson 2011;Nicolai 2009) included chapters on South Africa, reflecting both the effects of serious levels of political violence on education during apartheid and civil violence.…”

Section: 'External' and 'Internal' Violence And Schoolsmentioning

confidence: 99%