Teaching on the frontline: the confines of teachers' contributions to conflict transformation in Lebanon
Teaching on the frontline: the confines of teachers' contributions to conflict transformation in Lebanon
复制标题
前线教学：教师对黎巴嫩冲突转化贡献的局限性
DOI：
10.1016/j.tate.2017.06.002
复制
发表时间：
2017
影响因子：
3.9
通讯作者：
E. V. Ommering
中科院分区：
文献类型：
--
作者：
E. V. Ommering
目前的教育和建设和平文献对教师在受武装冲突影响的社会中促进积极转变的能力寄予厚望。然而，很少有人知道教师在这种情况下的实际经验，或他们采用的策略，以创造有利的学习环境。基于对黎巴嫩学校的民族志田野调查，本文提出了一个框架，以了解教师的建设和平能力的限制。这里最重要的是教学的社会政治背景;教师与学生，同事和家长的关系;教师的个人传记;以及在课堂上面对冲突可用的工具。
Current education and peacebuilding literature invests high expectations in the ability of teachers to catalyse positive transformations in societies affected by armed conflict. Yet, very little is known about the actual experiences of teachers in such situations, or the strategies they employ to generate conducive learning environments. Based on ethnographic fieldwork in Lebanese schools, this paper proposes a framework to understand the confines of teachers' peacebuilding capacities. Of central importance herein are the socio-political context of teaching; teachers' relationships with students, colleagues, and parents; teachers’ personal biographies; as well as the tools available to confront conflict inside the classroom.