Teachers' Lived Experiences and Beliefs in Conflict-Affected Republic of Niger

• In Event: AERA Roundtable Session 3
  In Roundtable Session: Global Perspectives on Teaching and Learning

Abstract

Teachers’ perspectives are conspicuously absent from education research in sub-Saharan Africa. For teachers in the Republic of Niger, the context of a marginally improving education system and armed conflict are part of their lived reality. This study presents the lived experiences and beliefs of teachers working in the conflict-affected region of Diffa, Niger primarily based on reflections shared by 14 primary school teachers. For my analysis, I draw on the historical and contemporary factors that shape educational policies and practices in the region and my experience working in Niger. The study offers insights on Nigerien teacher beliefs about the value of education, their self-concept, their teaching and learning practice, and experience working during armed conflict.

Author

• Kiruba Murugaiah, Boston College