Education for Peace through Transformative Dialogue: Perspectives from Kashmir

Autor/in	Singh, Shweta
Titel	Education for Peace through Transformative Dialogue: Perspectives from Kashmir
Quelle	In: International Review of Education, 64 (2018) 1, S.43-63 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Singh, Shweta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-017-9697-3
Schlagwörter	Foreign Countries; Peace; Transformative Learning; Conflict; Case Studies; Interpersonal Communication; Violence; Models; Nongovernmental Organizations; Conflict Resolution; India + Suchen Sie Ihr Suchwort? Ausland; Frieden; Pädagogische Transformation; Konflikt; Case study; Fallstudie; Case Study; Interpersonale Kommunikation; Gewalt; Analogiemodell; Conflict solving; Konfliktlösung; Konfliktregelung; Indien
Abstract	Research has shown that there has been severe disruption in the educational sector in Kashmir post-1989 (the year Kashmiri unrest erupted). Inhibiting problems include the destruction of school buildings, parents' fear of sending their children to school, the recruitment of youth into armed groups, the economic decline of households, and forced displacement. This article examines the challenge posed by conditions of protracted conflict for young people and national education systems, based on a case study of Kashmir, India. The article has a twofold objective. First, it analyses how ongoing conflicts such as that in Kashmir impinge on both youth and education, and considers why it is necessary to engage substantively with national educational systems (through frameworks like Education for Peace) to promote transformative dialogue and sustainable peace. Second, it explores how contact-based, participatory models of education for peace (such as the "Hum Kadam" programme spearheaded by the non-governmental organisation Women in Security Conflict Management and Peace [WISCOMP] in Kashmir) can play a transformative role in divided societies, specifically in Kashmir and broadly in all situations of protracted religious and cultural conflict. Most importantly, it supports the rationale that spaces for dialogue in situations of protracted conflict are critical for making and maintaining peace. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01