Libyan Teachers as Transitionalist Pragmatists: Conceptualising a Path out of the Peacebuilding Narrative in Conflict-Affected Contexts

Autor/in	Ben Giaber, Reem
Titel	Libyan Teachers as Transitionalist Pragmatists: Conceptualising a Path out of the Peacebuilding Narrative in Conflict-Affected Contexts
Quelle	In: London Review of Education, 21 (2023) 1, Artikel 15 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ben Giaber, Reem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8460
Schlagwörter	Foreign Countries; Peace; Conflict; Democracy; Educational Philosophy; Social Justice; Politics; Discourse Analysis; Interdisciplinary Approach; Conflict Resolution; Compulsory Education; Human Capital; Educational Practices; Libya + Suchen Sie Ihr Suchwort? Ausland; Frieden; Konflikt; Demokratie; Bildungsphilosophie; Erziehungsphilosophie; Soziale Gerechtigkeit; Politik; Diskursanalyse; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Conflict solving; Konfliktlösung; Konfliktregelung; Schulpflicht; Humankapital; Bildungspraxis; Libyen
Abstract	The dominant analytical and programmatic frameworks used when writing about conflict-affected contexts such as Libya in Global Northern academia belong to the interdisciplinary field of peace and conflict studies (PACS). Within this, education is increasingly gaining attention as a tool for building peace and developing social justice. This article is a cautious conceptual exploration of how pragmatism might be a timely intervention in the fields of PACS and peacebuilding education. In particular, the article takes a deeper look at the American philosopher John Dewey's pragmatist approach to politics and education, and his conceptualisations of a context-specific 'public', teachers and enquiry for peaceful and democratic living. Throughout, I argue that a pragmatist philosophy is a worthwhile pedagogical project in a challenging context such as Libya, as it is an internal and ground-up discourse, compared to the often externally initiated and top-down discourses of peacebuilding. I speak as an adjacent and connected critic, because I am both a Libyan and a German researching a problem in my country to which I hope to find possible solutions by engaging with discourses and practices in an academic institution in the Global North. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01