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MODULE 5
Unit 1 Peace Pedagogy In Teacher In-Service Training Unit 2 The Peace-Pedagogical Course Programme Unit 3 Community Peace building Practices
Unit 4 Participants In Peace Pedagogy Programmes.
UNIT 1 PEACE PEDAGOGY IN TEACHER IN-
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3.1 The Scope of In-Service Training
It is only very seldom that peace education is provided as an integral element of teacher training. For this reason alone, therefore, in-service training is the most important strategy for establishing peace education in school practice. In-service training is in the medium term the only means of developing peace-pedagogical skills amongst teachers. It is true that it cannot compensate for the lack of a fundamental peace- pedagogical training, but it is the first point of departure towards a change in the training system. Teacher in-service training is generally the most efficient way of starting pedagogical innovations, and this for the following reasons:
i. It is directed at teachers who, unlike students, are already in their profession and therefore know far better what they really need for their teaching. New information, methods and approaches can thus be communicated more efficiently and on a more sustained basis (e.g. training through Internet and e-mails, discussion forums etc.)
ii. Teacher in-service training immediately reaches the right addresses, namely those who work as teachers and educators. In this way, innovations have a direct influence on teaching practice.
iii. International teacher in-service training is, unlike initial training, independent of the different national regulations, of mixed curricula and prescribed teaching materials. For European concerns, in-service training is no doubt the only form of propagating a new learning culture rapidly and unbureaucratically despite the very different national standards.
3.2 Peace pedagogy and pedagogical habitus
Peace pedagogy can be made available in all three of the above- mentioned in-service training types. Nevertheless, it will prove appropriate to make use above all of the third type, namely the method of affecting the habitus, an approach that integrates the first two areas.
For peace education, like any political education, takes place simultaneously in three dimensions: it communicates knowledge, develops skills and changes attitudes.
Three Peace-pedagogical Dimensions Attitudes
Knowledge Skills
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The intention is not to understand the interaction between the three dimensions of peace education schematically. The diagram shows that all three dimensions have a reciprocal effect on each other. Thus the approach can begin at any of the three points, of course ideally at all three simultaneously. It is by no means the case that a change should initially be concentrated on adjusting attitudes. For it is very often so that for practitioners new ideas are most convincing if they are shown to be feasible. Methodological aids are therefore mostly the best argument for peace pedagogy. An example: Someone who is initially only familiarized with efficient techniques for conflict solution can use these to find a way towards a peace-pedagogical attitude for the non-violent handling of conflicts. Similarly, new information, for instance knowledge about the achievements of non-violent resistance, can have a stimulating effect and contribute to a change in attitudes. In brief: What counts is to create a balance of these three aspects in a dynamic process.
In addition, it is of course useful to make connections with previous experiences and previous activities. As a rule, teachers accept innovations all the more easily, the more connections they can see to their previous activity. These connections can be of varying kinds:
i. Resonance in topic areas of their own subject teaching
ii. Links to educational and teaching activities, such as the work of class teacher
iii. An answer to existing problems such as conflicts in the school.
Peace-pedagogical in-service training thus exploits familiarity with many of its subject areas and objectives, but at the same time meters out and uses for specific purposes elements of the different, the new, the irritating. Irritation is necessary in order to break up routines and to create receptivity for the new. At the same time, however, it is a question of giving security and assistance inn order to process this irritation and to use it for refocusing one’s professional image.
Peace-pedagogical in-service training for teachers must deal with four aspects:
i. It must be subject-related, and must show how the contents of the particular teaching subject can be given a peace-pedagogical focus.
ii.
At the same time, it must develop skills for interdisciplinary and project-like work.EDUCATION
iii.
Finally, it must also include the dimension of school development, and enable the teachers to change school structures towards a culture of peace.iv. It must be student-oriented, i.e. it should focus on students’
culture, their way of understanding the world and the individual development.
This type of in-service training will, however, only be successful if at the same time it works on a fourth aspect, that is both a precondition for and the result of involvement with the three already mentioned: Namely the teacher’s own attitude to violence, war and peace. The Israeli peace pedagogue Ben Chetkow-Yanoov took this realization and developed a further triad of learning objectives:
i.
Getting to know oneself: self-understanding with respect to one’s own attitudes to violence and peaceii.
Getting to know the subject: knowledge about the factors of war and peace and peace education.4.0 CONCLUSION
Fundamental (Peace-pedagogical) Learning Objectives for Teachers Self-competence
skills
Subject knowledge Communication
5.0 SUMMARY
In this broad sense, in-service training means that the learners assume responsibility for their own learning process. All this is very difficult to develop in individual seminars. For this reason, the appropriated form is that of a course in which the entire programme is implemented step by step.
6.0 TUTOR MARKED ASSIGNMENT (TMA)
What are the aspects of peace pedagogical in service training?7.0 REFERENCES/FURTHER READINGS
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Christie, A. A. (1996). Using email within a classroom based on feminist pedagogy. Retrieved March 6, 2004, from http://www.iste.org/jrte/28/5/christie/artivcle/textonly.cfm
Christie, A. A. (1997). Using email to diffuse gender stereotypes in elementary school children. Retrieved March 5, 2004, from http://
www.west.asu.edu/achristie/TelEd97/gender.htm
Dooling, J. O. (1999). A study of gender differences in beliefs toward computer technology and factors, which influence these beliefs in grades, 4, 5, 6, and 7. Dissertation Abstracts International, 60(06), 430. (UMI No. 9936826)
Dykes, L. (2000). Gilligan’s island: Gender myths and public policy.
The Contrarian, 4(13). Retrieved April 14, 2004, from http://www.pacificresearch.org/pub/con/2000/00-08-11.html
Ferguson-Pabst, D., Persichette, K., Lohr, L., & Pearman, B. (2003). An analysis of the influence of gender, grade level, and teacher on the selection of mathematics software by intermediate students.
Information Technology in Childhood Education, 5-27.
Gall, J. P., Gall, M. D., & Borg, W. R. (1999). Applying educational research (4th ed.). New York: Longman.
Galvan, J. L. (1999). Writing literature reviews: A guide for students of the social and behavioral sciences. Los Angeles, CA: Pyrczak.
Gipps, C., McCallum, B., & Hargreaves, E. (2000). What makes a good primary school teacher: Expert classroom strategies. New York: RoutledgeFalmer.
Honey, M., Moeller, B., Brunner, C., Bennett, D., Clements, P., &
Hawkins, J. (1991). Girls and design: Exploring the questions of technological imagination. In E. Rassen & L. Iura (Eds.), The Jossey-Bass reader on gender in education (p. 329-344). San Francisco: Jossey-Bass.
Johns Hopkins Medical Institute. (2000). Hopkins research shows nature, not nurture, determines gender. April 14, 2004.
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