Dynamic Futures in Gaza: The ‘Art’ of Dialogue to Empower Youth in Gaza’

• In Event: Roundtable Session (Tuesday II)
  In Refereed Round-Table Session: Protecting and advocating for the right to education and rights through education

Proposal

Objective: To examine through a focus on Al Fakhoora’s higher education scholarship program in Gaza how the design of civic leadership curriculum can promote youth (18 – 25) to become civic leaders and agents for change, thereby promoting the goals of inclusive social development, global citizenship and working towards peace and security in a situation of conflict and insecurity.

Abstract:
To protect the right to education, we must not only look to advocating for changes in laws and policies, but more effort needs to be made by development organizations to design and tailor educational programs that are developed to meet the needs of children and youth living in conflict/ post conflict settings. Programs need to be more context specific, and flexible to adapting to the different experiences of youth living in such unstable regions.

At Al Fakhoora our approach is to link theory to practice; through analysis of research not just from an educational, conflict and economic perspective but further by incorporating the input of our students into the design of our programs. What are their educational needs and aspirations? What changes do they want to make in their local communities? Taking these factors into consideration we have designed a unique civic leadership curriculum that provides youth in Gaza (18-25 years) with the opportunity to develop 21st century skills and the social emotional competencies needed to become inspirational civic leaders and positive global citizens.

One of the core modules of the civic leadership program has been “The Art of Dialogue and Facilitation”, through this module students are taken to the next level in developing their communication, critical thinking and problem solving skills. The “Art of Dialogue and Facilitation” has so far proved powerful in its ability to encourage students to develop empathy at a deeper level, break down their assumptions and preconceptions of others and to identify a common understanding.

The distinct social and political context facing youth in Gaza requires a distinct response that first and foremost uses the dialogical process as a core pedagogic tool. In turn inspiring and motivating students to foster collective action towards common good within their communities. The same framework and methodology can be expanded to working with youth living in other conflict/ post conflict settings, however again the curriculum would need to be tailored to ensure their input and feedback.

Author

• Dahlia Mahroof, Al Fakhoora