Postgraduate Course: Education and Conflict (EDUA11425)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||This course encourages students to explore the contours of the debates around peace and violence in contemporary society, and their relation to education. By exploring the theoretical frames of peace and violence, the course then uses these different frames to explore the processes, strategies and actors within education that can have impacts, both negative and positive, on the realities of building sustainable peace. As part of the Comparative Education and International Development (CEID) pathway on the MSc in Education the course has a firm foundation in International Development.
This is an interdisciplinary course, which while focusing on the field of Education and Development draws on the parent disciplines of International Relations, Human Geography, International Development and Peace Studies. Across the duration of the course we will explore the different theoretical frames and global discourses around peacebuilding including theories of violence, positive and negative peace, liberal peace and local and hybrid peace.
The strong theoretical orientation of the course will be applied to the analysis of contemporary practices of making and keeping peace and their intersection with education through the exploration of case studies that highlight the different practices, actors and challenges in the field of education and peacebuilding. This includes education in non-formal and informal forms such as community organising and youth programmes.
The case studies will be structured around the substantive topics within the field, for example: gender, recognition and identity; religious and ethnic conflict; spatial movements, border-crossings and refugees. Key literature and scholars of the field will be interrogated alongside these examples to develop understanding of the contours of the main debates and inform analysis. By the end of the course, you will be able to think critically about both the potential and obstruction education can offer sustainable peace, from different approaches and theoretical frames, in light of situated conflicts in varying and complex contexts, and their intersectional issues.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2022/23, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Seminar/Tutorial Hours 20,
Feedback/Feedforward Hours 1,
Formative Assessment Hours 1,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
||Written feedback on both summative tasks, using a rubric adapted specifically for the tasks drawing from the generic criteria detailed in the PGT handbook. Headings will include: Knowledge and understanding of concepts; Knowledge and Use of the Literature; Critical Reflection on Theory and Practice; Application of Theory to Practice; Constructing Academic Discourse.
Oral feedback on formative assignment, covering Knowledge and understanding of concepts; Knowledge and Use of the Literature; Critical Reflection on Theory and Practice; Application of Theory to Practice; Constructing Academic Discourse.
|No Exam Information
On completion of this course, the student will be able to:
- Critically evaluate the different concepts and theories of peacebuilding with reference to Education
- Demonstrate a critical understanding of how education can be both a catalyst and barrier to sustainable peace, and in what ways
- Confidently and sensitively apply concepts to the analysis and evaluation of education peacebuilding initiatives
- Apply critical awareness and nuance when exploring the relationship between education and peacebuilding and intersecting issues such as gender and ethnicity
- Conduct a conflict assessment, including: the causes; the links, dynamics and triggers; the international actors; the role of education
|Galtung, J. and Dietrich, F. 2013. 'Johan Galtung: Pioneer of Peace Research'. Berlin, Heidelberg: Springer Berlin / Heidelberg ; 2013|
Lopes Cardozo, M. T. A., & Maber, E. J. T. (Eds.) 2019. Sustainable Peacebuilding and Social Justice in Times of Transition: Findings on the Role of Education in Myanmar. Cham: Springer.
Mac Ginty, R. and Richmond, Oliver, P. 2013. 'The Local Turn in Peace Building: a critical agenda for peace'. Third World Quarterly. 34: 5
Novelli, M. and Sayed, Y. 2016. 'Teachers as Agents of Sustainable Peace, Social Cohesion and Development: Theory, Practice and Evidence', Education as Change, 20(3), pp. 15-37
Novelli, Mario; Lopes Cardozo, Mieke T A; and Smith, Alan. 2017. ¿The 4Rs framework: analyzing education's contribution to sustainable peacebuilding with social justice in conflict-affected contexts¿. Journal on Education in Emergencies, 3 (1). pp. 14-43.
Richmond, O.P. (Ed) 2010. Palgrave advances in peacebuilding : critical developments and approaches. Basingstoke, Hampshire ; New York : Palgrave Macmillan
|Graduate Attributes and Skills
||Ethical and social responsibility
Core disciplinary/field expertise
Effective performance within team environments
Effective adaption of emotions, thoughts and behaviours as appropriate
Understanding and appreciation of the importance of culturally sensitive innovation
Verbal communication - including listening and questioning
Sensitivity towards and an understanding of diversity
|Keywords||Education and Development,Peacebuilding Education,International Development,conflict,Peace Education
|Course organiser||Dr Lindsey Horner
|Course secretary||Miss Mariana Duarte