Whither epistemic (in)justice? English medium instruction in conflict-affected contexts

Kester, Kevin; Chang, Sin-Yi

doi:10.1080/13562517.2021.2015757

Cited by 7 publications

(2 citation statements)

References 30 publications

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“…To explore higher education and peacebuilding further, the first author conducted a qualitative comparative case study to examine the challenges and opportunities that faculty face working in conflict-affected societies and their pedagogical responses to conflict (Yin, 2003). He has published other related papers from this project elsewhere (see Kester, 2021Kester, , 2022Kester and Chang, 2022). The data collection methods involved semi-structured interviews, digital artifacts, and document analysis.…”

Section: Methodsmentioning

confidence: 99%

Higher education peacebuilding in conflict-affected societies: beyond the good/bad binary

Kester

Abura

Sohn

et al. 2022

IJCED

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PurposeThis comparative case study looks towards the diverse approaches of higher education to support peacebuilding, from policy and philosophy to pedagogical practices, in conflict-affected and post-conflict settings. The achievement of global development goals is dependent on addressing access to quality education in conflict-affected contexts, including higher education. However, in settings affected by conflict, higher education is often perceived to be a luxury, not a necessity. This study, then, explores whether and how higher education might support peace and development through the unique perspective of the “three faces” of higher education in conflict contexts.Design/methodology/approachThe paper is designed as a qualitative comparative case study. The research examines the work of university educators in two institutions in Afghanistan and Somaliland, highlighting the challenges and opportunities they face working in conflict-affected societies and their pedagogical responses to conflict. Data for the research were collected through in-depth interviews, documents, and digital artifacts with 12 university educators across the two institutions. The faculty teach a wide variety of subjects in the social sciences and humanities, subjects including and in addition to those specific to peace and development studies. To strengthen the interpretation of data, multiple coders were involved and intercoder reliability was conducted.FindingsFindings indicate a number of challenges and opportunities that university lecturers and their institutions face in teaching for peace in conflict-affected contexts, particularly as it relates to the “three faces” of higher education to support, impede, or reveal the complicated nuances of peacebuilding in conflict settings. Member-checking was employed with participants to enhance the reliability of the analysis.Originality/valueIn the end, the paper contributes new empirical insights into higher education in conflict-affected contexts, particularly from the standpoint of faculty. Critical perspectives and implications for curriculum, pedagogy and research are offered.

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Section: Methodsmentioning

confidence: 99%

Higher education peacebuilding in conflict-affected societies: beyond the good/bad binary

Kester

Abura

Sohn

et al. 2022

IJCED

Self Cite

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show abstract

“…Likewise, I take up the invitation to draw on reflections and autoethnographic data in examining the theme of this Special Issue (Kester, 2021 ). As I am working on all these aims, I see my article as corresponding to the accumulated need to counter problematic mentalities and practices in higher education, English academic writing, research methodologies and knowledge production (see Kester & Chang, 2022 ; Kubota, 2020 ; Wei & Garcia, 2022 ; Takayama et al, 2017 ; this Special Issue).…”

Section: Setting Things Straightmentioning

confidence: 99%

Re-opening an Asia-Scar: engaging (troubled) emotions in knowing, knowledge production and scholarly endeavors

Hà

2023

Asia Pacific Educ. Rev.

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In this article, I bring to the center of inquiry the role of emotion in scholarship, knowledge production, and scholarly endeavors. I discuss the ways in which emotion, in varied forms and intensities, shapes how one may respond to particular bodies of knowledge and academic initiatives. In a complex manner, I engage with Kuan-Hsing Chen’s “Asia as Method” (Chen in Asia as Method: towards deimperialization, Duke University Press, Durham, 2010). I take it as an inspiration as well as a source of critique and expansion of ideas to advance scholarly arguments and to shed light on the process through which certain knowledge can be produced and/or restricted by particular emotions. At the same time, I critique varied uncritical endorsements of Asia, Asia as Method, and of ungrounded accusations of Western theory and hegemony. I lean into emotion/affect as a possible means of complicated knowing, productive scholarly writing, and knowledge production. I also emphasize the importance of engaging (with) rigorous and diverse historical knowledge as scholars produce education research. An important part of this article is what I refer to as an Asia scar incident and my reopening of that scar. To put this scar conversation in perspective, via narrative research, I present my recollection of the context leading to the scar as well as my reflection on the incident and how my scholarship has come along. I also request that scholars be open to multiple voices and multiple forms of scholarly participation to enable a more democratic recognition of nuanced knowledge production in transnationalized higher education. I argue that realizing and embracing such a democratic recognition can nurture and enable what I would call justice of voice and justice of participation.

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Epistemic (in)justice in English medium instruction: transnational teachers’ and students’ negotiation of knowledge participation through translanguaging

Zheng,

Qiu

2023

Language and Education

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Whither epistemic (in)justice? English medium instruction in conflict-affected contexts

Cited by 7 publications

References 30 publications

Higher education peacebuilding in conflict-affected societies: beyond the good/bad binary

Higher education peacebuilding in conflict-affected societies: beyond the good/bad binary

Re-opening an Asia-Scar: engaging (troubled) emotions in knowing, knowledge production and scholarly endeavors

Epistemic (in)justice in English medium instruction: transnational teachers’ and students’ negotiation of knowledge participation through translanguaging

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