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Education, Culture and Learning in Response to Conflict and Protracted Crisis

Mon, April 26, 1:45 to 3:15pm PDT (1:45 to 3:15pm PDT), Zoom Room, 111

Group Submission Type: Formal Panel Session

Proposal

Aims of this Panel Session:
This Panel Session on Education, Culture and Learning in Response to Conflict and Protracted Crisis relates directly to one of the leading topics of the Annual CIES Conference 2021 on lived experience as shaped by changing contexts, spaces, cultural values, and actions. It will address both the lived experiences and the actions (in form of policy and practice) in changing contexts of conflict and post-conflict spaces. It will engage in discussions on the pressing issues confronting youth in particular, their wellbeing, futures and aspirations; livelihoods development; and learning and skills development, at all ages and definitions of youth. It will demonstrate the centrality of youth in forging a future that embraces social responsibility.
The panel contributions and discussion will address the following questions:
• How are the social constructions of gender, race, sexuality, cultural values, social hierarchies, and community relations changing relative to learning in conflict/ post-conflict and protracted crisis situations?
• What role the culture, cultural heritage, multiple identities and representations play in formal and non-formal learning contexts?
• What might social responsibility look like in the area of conflict/ post-conflict learning? Whom are we responsible, and why?
• What does social responsibility mean to educators, policy makers, within the development community to governments, and to activists? Who benefits form the work we do, and how?

The session format
The panel will follow a conventional format of short presentations and discussion with the involvement of the chair and discussant. This panel session will provide the opportunity for exchange among presenters working on the common theme of education, culture and learning in response to conflict and protracted crisis and problems related to the research and practice within this area. The panel will share in comparative manner recent empirical evidence and policy review in various international contexts and is, thus relevant to the field of comparative and international education.

The importance and relevance of the session
The panel presentations and discussion will contribute to understanding and responds education in conflict/post-conflict and crisis situation, which is one of the major global challenges that needs to address in achieving the Sustainable Development Goals (SDGs). It responds to the UNESCO 2030 education agenda, which aims to alert students to violent forms of extremism, and threats to ethnic and cultural identities and heritages and to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all; and to (SDG) 4 and SDG4.7 concerning the mainstreaming of global citizenship, where students in Higher Education are encouraged to be participating, responsible citizens and change agents.

Addressing these development challenges is a key objective of panel. Education is crucial in establishing a peace-building process, and for the wellbeing and economic integration of all individuals affected by conflict. Researchers and practitioners working in education and conflict areas have emphasised the vital role of schools and teachers in helping the students to make meaning of conflict and peace, global and local tensions, of formal and non-formal education, and personal, national, and other identities. Formal and non-formal learning has a strategic role to play in peace building, promotion of equity, diversity, knowledge and culture production beyond national borders. For example, in a refugee case, education provides a vital opportunity to reshape refugees’ futures through their aspirations and necessary knowledge and skills needed to rebuild their life with dignity. This could enable refugees to make positive contributions in the host country and create opportunities for their spatial and social mobility. With this framing in mind, education systems in host countries should recognise that they have a shared responsibility to adapt their academic provisions to meet refugee students’ needs, which can facilitate partnerships with international funding agencies, host (including local) governments and refugee communities to promote a policy of inclusion, equity and expansion of development opportunities.

Sub Unit

Chair

Individual Presentations

Discussant