Education and security: Global learning for sustainable development

Group Submission Type: Formal Panel Session

Proposal

Global learning as a concept is articulated in the conceptual framework of this panel using a critical comparative and international education research perspective. In this, view, Global learning represents the concept that learners need to be supported to understanding local manifestations of currently ongoing changes in our societies--and how local phenomena such as poverty or climate change manifest locally, nationally, regionally and globally. Reasoned agency combined with political representation and the division of power serve in liberal democratic societies a sustainable foundation for societal development and the participation of citizens. We propose it can effectively counter forms of alienation that result from lacking recognition of human rights and in general lacking support to the participation of the citizenry in decisions that directly impact their lives. The compilation of empirical cases, policy analyses and research on education interventions presented in this panel are not prescriptive. The main goal has been to showcase multiple perspectives, from different countries, regions (Global South and North) and continents, in collaboration with researchers and practitioners from different backgrounds, to jointly carry out an exploration of how education needs to, how it can and how it in different contexts already has contributed to the provision of security. The five cases presented illustrate the coordination of international education policies for promoting peace, for building resilience in populations, for supporting the reconstruction of everyday life for refugees in immediate need, as well as for reconciliation in longer term efforts.

Considering security in a comparative international education research perspective entails a recognition of (1) geographic location, and (2) different levels of governance, as well as (3) different levels of education. This includes experiences at the individual level such as feeling secure in a classroom. On the level of social groups and communities, at the 'subnational-level', security in education is about the support to all social groups to participate in education as outlined by the UN Human Rights Charter. On the 'national-level', security is outlined by national policy narratives about security. Geopolitical security frames in turn, on an 'international-level', the possibilities for the realization of goals such as the UN Sustainable Development Goals and efforts aligned with the UNESCO Futures of Education agenda. We envision peace in the conceptual framework for this panel as a global common good resource. The research question that we have attended to pertains to the ways in which education can contribute to security. How can education contribute to security? Panel findings identify strengths, weaknesses opportunities and threats.

We present five cases that provide examples and reflections on perspectives ranging from the local context to national, international, regional and global contexts. These include empirical examples from the development of teacher training in Tanzania, a comparison of policies for supporting equity in education in Europe, analysis of NGO and business corporation collaboration for international education development efforts, the development of education policy in a context of active ongoing conflict by scholars in Ukraine and a closer analysis of how national education policy in Denmark has been reoriented to respond to a changing geopolitical security context.

The geopolitical context in which the UNESCO Futures of Education agenda seeks to support the construction of peace forms in this view a backdrop of political will that connects through political representation to the political will expressed by individual countries and political regimes. In liberal democracies political will seeks to represent the needs of the population. The expression of individual needs in turn are framed in part by social dynamics in local contexts, as well as basic needs identified in research on human psychology as pertaining to physical safety, belonging, esteem and self-actualization. However, as crucially noted in recent scholarship on classroom instruction practices, to accommodate for ongoing fast paced societal changes—and for accruing understanding on challenging topics—teachers and educators by necessity, and despite important efforts to establish shared ground rules for safe spaces of learning, will need to also navigate hard and challenging topics.

A goal of the research collabroation on which this panel reports has been to leave room for participating practitioners and scholars to comment on how their work for education as a common good is challenged and/or responds to the changing security landscape. Notably, what colleagues experience as pressing topics for addressing questions of security in constructive ways, while remaining attentive to the social and political context of education development. In brief, this means recognizing how education is challenged by a changing security context and what scholars and practitioners currently see as important avenues of continued education developmnet in terms of the various ways in which education can contribute to the construction of peace and security.

Sub Unit

• General Pool

Chair

• Susan Wiksten, University of Helsinki (AGORA)

Individual Presentations

• Non-state actors’ roles in promoting social cohesion through education: The Case of HundrED - Crystal Green, University of Helsinki; Lasse Leponiemi

• Educational rearmament in times of crisis and uncertainty – Bildung, security interests, and political discourse in Denmark - Simon Nørgaard Iversen, VIA University College

• Findings from a trial promoting education practices for secure and supportive classroom teaching in six primary schools in Tanzania - Amani Nicolas, Joshua Foundation; Mark Mark Lynd Lynd, School-to-School International

Discussants

• Daniel Schugurensky, Arizona State University

• Carlos Alberto Torres, UCLA

• Susan Lee Robertson, The University of Manchester