Teachers' perspectives on educating for peace in Bosnia and Herzegovina
Teachers' perspectives on educating for peace in Bosnia and Herzegovina
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DOI：
10.1080/17400201.2018.1463209
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发表时间：
2018-01-01
影响因子：
0.6
通讯作者：
Clarke-Habibi, Sara
中科院分区：
文献类型：
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作者：
Clarke-Habibi, Sara
在目睹自己的社区被战争摧毁后，进行和平教育意味着什么？在战后重建的复杂性中，和平教育有什么影响，如果有的话？为了探索这些问题，2012年在波斯尼亚和黑塞哥维那进行了一项现象学研究，研究对象是八名不同种族的教育工作者，他们参加了十年前在萨拉热窝、莫斯塔尔、巴尼亚卢卡和泽尼察等城市开始的和平教育（EFP）计划。通过半结构化访谈，本研究(1)探讨了参与者作为冲突后和平教育者的意义和经验，(2)考察了他们的和平建设机构意识的程度和局限性，(3)对波斯尼亚背景下和平教育的长期影响进行了评估。研究发现，与和平教育相关的意义因教育者的个人冲突历史、职业身份和国家更广泛的社会政治动态而有所不同。参与和平教育的好处、风险和挑战体现在四个领域（个人、社会、教育和政治）。结论建议更多地关注受冲突影响背景下教师的主体性，将其作为评价建设和平影响、修订变革理论和改进规划和提供的关键场所。
What does it mean to educate for peace after witnessing one's community being devastated by war? And what impact, if any, does educating for peace have amidst the complexity of post-war reconstruction? To explore these questions, a phenomenological study was conducted in Bosnia and Herzegovina in 2012 with eight ethnically diverse educators who participated in a programme of Education for Peace (EFP) which began a decade earlier in the cities of Sarajevo, Mostar, Banja Luka and Zenica. Through semi-structured interviews, the study (1) explores meanings and experiences associated by participants with their role as post-conflict peace educators, (2) examines the extent and limits of their sense of peacebuilding agency and (3) elicits evaluations of the longer term impacts of educating for peace in the Bosnian context. The study finds that meanings associated with educating for peace are nuanced by educators' personal histories of conflict, professional identities and the country's wider socio-political dynamics. Benefits, risks and challenges stemming from peace education engagement are found in four domains (personal, social, educational and political). Conclusions recommend greater focus to the subjectivities of teachers in conflict-affected contexts as a key site for evaluating peacebuilding impact, for revising theories of change and improving planning and provision.