Conflict transformation and peace literacy cultivation in University-Enterprise curriculum development: A theoretical framework based on Kerr's Mediator Model

• In Event: Roundtable Session 2
  In Refereed Roundtable Session: Enactment Matters: Empirical Perspectives on Curriculum Implementation

Proposal

Abstract: In the context of increasingly fragmented globalization, the phenomenon of knowledge production deconstruction, value diversity opposition, and organizational goal differentiation has become prominent. As a bridge connecting education and society, school enterprise cooperation courses should undertake the "peaceful function" of bridging division and promoting understanding. This study focuses on the "triple split conflict" in the development of school enterprise curriculum - knowledge split (the opposition between academic logic and market logic), value split (the tension between public welfare and profit), and power split (the game of autonomy and dominance). By integrating Kerr's "mediation model", Lederer's conflict transformation theory, UNESCO's peace education framework, and organizational learning theory, this study aims to construct an analytical framework for "conflict transformation peace". Using a multi case comparison method, three typical courses (engineering skills, humanities application, and cross disciplinary innovation) that involve cooperation between universities and enterprises were selected to explore the manifestations, causes, and impacts of conflicts. The mediator model was applied to the needs of conflict transformation, and a curriculum development framework that integrates conflict transformation logic and digital teaching was ultimately established. At the same time, the value of peace education was verified and its effectiveness was tested in different contexts. The analysis of the collected data indicates that this study not only provides theoretical support for enriching the theory of peace and conflict transformation education, but also provides practical guidance for universities, enterprises, and policy makers to promote high-quality school enterprise cooperation. Through micro course practice, it is expected to promote the reconstruction of the social contract in universities, cultivate students' peace literacy, and help build a harmonious society.

Authors

• Wei Yang, Huazhong University of Science and Technology

• Zhifeng Wang, nstitute of Educational Science, Huazhong University of Science and Technology

• Qiang He, Huazhong University of Science & Technology