The violence of peace and the role of education: insights from Sierra Leone

Novelli, Mario; Higgins, Sean

doi:10.1080/03057925.2015.1119650

Cited by 28 publications

(22 citation statements)

References 19 publications

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“…Commentators have noted the continuation of the psychological and social scars of its violence experienced in tensions amongst communities and sometimes within families across the country (Drew & Ramsbotham, 2012). In addition, the structural drivers of grievance remain, especially in the country's regional areas including Kono, the context of this case (Novelli & Higgins, 2017). These include inequitable access to public services, including health and education; elite control over mineral and resource wealth, high levels of youth unemployment and alienation, and the persistence of widespread mistrust of the central state amongst rural communities outside of the capital.…”

Section: The Sl Conflict and Its Legacymentioning

confidence: 99%

Culturally responsive peacebuilding pedagogy: a case study of Fambul Tok Peace Clubs in conflict-affected Sierre Leone

Higgins

2019

International Studies in Sociology of Education

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Recent research on the peace-promoting agency of teachers in conflict-affected contexts has critiqued the dominance of a menu of curriculum initiatives circulated within aid organizations which ignore or dismiss indigenous cultural resources available within local communities. On the other hand, the turn to local culture in peacebuilding interventions has also been critiqued for idealizing the local. This paper presents a case study of the work of Fambul Tok Peace Clubs in conflictaffected Sierra Leone which aim to support teachers in drawing on local practices, rituals and symbols. Using an interpretative approach, alert to the meanings teachers ascribe to their pedagogical practices, it finds that teachers respond to local culture in multiple, sometimes contradictory ways. These range from celebration of indigenous practices as resources for conflict resolution that resonate with their pupils and communities to critique of their oppressive gender norms and inability to address structural drivers of conflict. ARTICLE HISTORY

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Section: The Sl Conflict and Its Legacymentioning

confidence: 99%

Culturally responsive peacebuilding pedagogy: a case study of Fambul Tok Peace Clubs in conflict-affected Sierre Leone

Higgins

2019

International Studies in Sociology of Education

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“…This statement by Hackbarth can be summed up in a way that English language learning as a part of studies also gets affected as learners who being part of the society and that traumatic condition also suffers from stress and anxiety-like illness. Ricardo Santos and Mario Novelli (2016) expounds that the outbreak of diseases due to human activities such as Ebola create anxiety and stress because the learning homes (educational institutes) were closed when Ebola started to spread swiftly and thus creating stress in learners affecting and stopping their learning. Nikunj Makwana (2019) explain that all kinds of disasters which include natural disasters, industrial disasters, man-made disasters and diseases are in direct relation to shock and despair which can take forms of stress and anxiety-like issues in individuals.…”

Section: Literature Reviewmentioning

confidence: 99%

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2020

GRR

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than COVID-19 as well. study can offer a larger scope in understanding the interplay of human stress and anxiety with the environmental stress other an independent variable which has caused stress, leading to negatively affected language learning. The findings of this effective strategies. In this study, it was found that the stress and language learning are dependent variables and COVID is round about 84% agreed to the fact that COVID is a cause of stress which can be coped and managed by adopting some disturbing them psychologically. Almost 66% of learners are of the view that females become more stressed than males. And through WhatsApp. The results t found shows that above 90% of learners see COVID as a stimulus of stress and fear, this paper was a mixed approach, including close-ended questionnaires using 'Google forms' and open-ended call interviews been drawn from the 'Transactional Model of Stress' developed by Lazarus and Folkman in 1984. The method chosen for see whether female students experienced greater stress as compared to male students. The theoretical insights for this have their language learning and what probable strategies they devised in order to tackle that stress. Furthermore, it also tries to learning. It hopes to demonstrate to what extent students experienced stress owing to quarantine. How that stress affected The present research explores the interplay between COVID induced stress and its probable effects on students' language

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“…However, these programs seem unlikely to have been particularly successful given the contextual factors described by Novelli and Higgins (2017) who discuss evidence of the low motivation and morale and poor conditions of teachers in Sierra Leone. One study noted that teaching in Sierra Leone is an unattractive and unappreciated profession with teachers contending with low pay, late pay, or no pay at all.…”

Section: Peace Education In Sub-saharan Africa: Some Evidencementioning

confidence: 99%

Building Back Better? Peace Education in Post-Conflict Africa

Harber¹

2018

AJP

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This article analyzes the role of schools in helping to build peace in post-conflict countries in Africa. It argues that schools cannot be built back the same after a violent conflict because they have often been complicit in the violence in the first place. Thus the need to "build back better. " There is much belief in the potential of schools to contribute to peace in post-conflict societies. However, evidence on the role of schools in terms of the introduction of courses in peace education and attempts to change the structures, relationships, and practices of schools in a more peaceful direction is not particularly encouraging. Many significant obstacles remain to schools successfully contributing to peace.

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The violence of peace and the role of education: insights from Sierra Leone

Cited by 28 publications

References 19 publications

Culturally responsive peacebuilding pedagogy: a case study of Fambul Tok Peace Clubs in conflict-affected Sierre Leone

Culturally responsive peacebuilding pedagogy: a case study of Fambul Tok Peace Clubs in conflict-affected Sierre Leone

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Building Back Better? Peace Education in Post-Conflict Africa

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