A Conceptual Framework to Analyse the Multiscalar Politics of Education for Sustainable Peacebuilding

Autor/inn/en	Lopes Cardozo, Mieke T. A.; Shah, Ritesh
Titel	A Conceptual Framework to Analyse the Multiscalar Politics of Education for Sustainable Peacebuilding
Quelle	In: Comparative Education, 52 (2016) 4, S.516-537 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2016.1220144
Schlagwörter	Sustainability; Peace; Politics of Education; Epistemology; Conflict; Disadvantaged Environment; Social Justice; Social Change; Change Strategies; Educational Planning; Educational Policy; Educational Development; Educational Opportunities; Culturally Relevant Education; Governance; Accountability; Equal Education; Educational Resources; Participative Decision Making; Strategic Planning; Alignment (Education) + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Frieden; Educational policy; Bildungspolitik; Erkenntnistheorie; Konflikt; Soziale Gerechtigkeit; Sozialer Wandel; Lösungsstrategie; Bildungsplanung; Politics of education; Bildungsentwicklung; Bildungsangebot; Bildungschance; Education; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Verantwortung; Bildungsmittel; Strategy; Planning; Strategie; Planung
Abstract	A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational approach to understanding educational discourses, processes and outcomes, we illustrate how the "many faces" of education in conflict-affected situations can be better theorised and conceptually represented. In doing so, we link goals of peacebuilding to those of social justice, and reinvigorate the notion of education playing a transformative rather than a restorative role in conflict-affected contexts. Making such ideas concrete, we provide examples of how such an analytical framework can be employed to understand the multi-faceted relationship between education and projects of social transformation in conflict-affected environments across the globe. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01