School Mining Clubs in Kono, Sierra Leone: The Practices and Imaginaries of a Pedagogy of Protest against Social Injustice in a Conflict-Affected Context

Autor/in	Higgins, Sean
Titel	School Mining Clubs in Kono, Sierra Leone: The Practices and Imaginaries of a Pedagogy of Protest against Social Injustice in a Conflict-Affected Context
Quelle	In: Globalisation, Societies and Education, 16 (2018) 4, S.478-493 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2018.1512045
Schlagwörter	Foreign Countries; Clubs; Social Justice; Teaching Methods; Social Problems; Civil Rights; Peace; Political Issues; School Community Programs; Conflict; Mining; Natural Resources; Teacher Characteristics; Cultural Influences; Teacher Attitudes; Violence; Conflict Resolution; Social Responsibility; War; Youth Programs; Social Change; Secondary Education; Sierra Leone + Suchen Sie Ihr Suchwort? Ausland; Club; Klub; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Social problem; Soziales Problem; Bürgerrechte; Grundrechte; Zivilrecht; Frieden; Politischer Faktor; Konflikt; Abbau; Natural Ressource; Natürliche Ressource; Cultural influence; Kultureinfluss; Lehrerverhalten; Gewalt; Conflict solving; Konfliktlösung; Konfliktregelung; Soziale Verantwortung; Krieg; Jugendsofortprogramm; Sozialer Wandel; Sekundarbereich
Abstract	This paper takes as a case study the pedagogical practices emergent from the educational interventions of a civil society organisation in the conflict affected region of Kono, Sierra Leone. Using a cultural political economy approach, it highlights the possibilities of pedagogy being leveraged to protest against perceived and experienced social injustices. In so doing it contributes to understanding of a context-specific model of teacher agency, rooted in the local and global challenges faced by pupils and their communities. It thereby illuminates an alternative to the generic and decontextualized framings of pedagogy frequently offered in human rights and peace education curricula. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01