Peacebuilding and Conflict Sensitivity Training for Teachers in South Sudan

• In Event: Role of education in peacebuilding

Abstract

Purposes
Grounded in the theoretical underpinnings of both peace education and education for sustainable development, the purpose of this paper is to discusses an ongoing research program between the University of Juba, the University of Winnipeg, and UNICEF South Sudan that focuses on the development and implementation of teacher training to meet the educational and psychosocial needs of children and youth in South Sudan. The authors will provide an overview of the findings from the two data collection phases in South Sudan (2012, 2014) and they will discuss the development and implementation of a peacebuilding and counselling skills course taught in two districts in South Sudan. Findings illustrate the need for a comprehensive peace education program that encompasses the proponents of sustainability and strives to transform systems to safe, equitable, and sustainable environments.
Theoretical Framework The paper discusses conceptual intersections with internationally adopted principles and values found in documents and initiatives such as: Education for All (EFA), Decade of Education for Sustainable Development (DESD), The Earth Charter, The International Network for Education in Emergencies (INEE) and the South Sudan General Education Strategic Plan (GESP) 2012-2017. Together, these concepts and documents provided an overarching framework to examine the educational needs of children living in conflict-affected countries and to determine focus for future research and practice. Brofenbrenner’s Bioecological Model (2001) illustrates how various ecological systems interact with one another to influence the personal, social, and academic development of the student. Bronfenbrenner’s model adapted by Stewart (2012) provided an organizational structure to the investigations and it illustrates what systems need to be involved, and what interventions are needed to address the needs of children affected by conflict. Methods and Techniques Spanning over a period of two years, this continuing research program includes data from two pilot teacher training programs in 2012 (Juba and Aweil) and interviews conducted with teachers, non-government organization representatives and faculty members between 2012 and 2014. Most recently, a week-long peacebuilding course was taught in Juba, South Sudan in June, 2014 with 40 pre-service and inservice teachers, faculty members, ministry representatives and non-government organization representatives. Data and Materials This research was a qualitative study using semi-structured interviews, document analysis, pre and post course questionnaires and focus group interviews. The research program addressed the question: How might educators more effectively respond to the psychosocial and educational needs of children in South Sudan and what training do teachers need to provide this support? The activities implemented included the following three phases: (1) collecting data on the strategies that best support children affected by war; (2) assessing the training and professional development needs of teachers who work with war-affected children; (3) developing new curriculum and revising existing curriculum to support the psychosocial and educational needs of war-affected children; and (4) implementing a teacher training program to better prepare teachers to meet the needs of students in South Sudan. Results Peace education and peacemaking skills were noted as an integral and essential need to help rebuild the country after decades of civil war. The work of peace education requires a balance of practical action and scholarly research (Bickmore, 2008) that incorporates a wide range of epistemological, political, theoretical, and methodological orientations (Cannon, 2011; Finley, 2011; Webel, 2006) that provide the “possibility” for transformation to occur (Bajaj, 2008). “Peace education” was a term that emerged to encapsulate a variety of strategies to help children including: guidance and counseling, storytelling, peer support, advocacy, human rights awareness, conflict resolution, stress management, anger management, self expression, community support and environmental responsibility. Scholarly Significance Using the key themes identified in the study, lessons were designed and activities were crafted to provide teachers with concrete and practical strategies to implement in their classrooms. Using the findings from the study, a 40-hour introduction to peacebuilding and counselling skills course was developed to address the needs that were identified. While a short introductory workshop just touched on the vast array of needs in this area, it was a part of this research program that we felt was necessary as a means to provide follow-up to the first two phases of research. This study will contribute a greater understanding of the issues unique to youth from war-affected countries and the training needs of teachers who work with these students. The descriptive nature of this study should elicit further investigation and discussion about the current practices of providing peace education to children in other post-conflict settings.

Authors

• Jan Stewart, University of Winnipeg

• Thelma Majela, UNICEF South Sudan