Basma Hajir
Datos Biográficos
| ID | 939876 |
|---|---|
| NOMBRE | Basma Hajir |
| NOMBRES | Basma |
| APELLIDO | Hajir |
| FIRMA | HAJIR B |
| AFILIACIONES | University of Cambridge |
| ORCID | 0000-0002-1388-3282 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 40 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
Priorities for (non-reformist) reform in Syrian higher education
Through the lens of ‘non-reformist reform’, and drawing on data from a participatory workshop in Damascus, this paper explores priorities for HE reform in post-Assad Syria. We examine participants' concerns around the disconnection between HE and the labour market, declining educational quality, and the need for administrative reform. We offer preliminary reflections on the significance of the workshop data as it relates to both the possibilities…
Academia in a time of genocide
This essay takes up Edward Said’s insistence on truth, justice, and tracing continuities of colonial violence to reflect on the university in a time of genocide. We set the stage with an outline of the university complicities; conditions continuous with, and connected to, the ongoing genocide in Gaza. We establish the legal resonance of ‘scholasticide’ and use the term as an explanatory tool to unpack four key ‘scholasticidal tendencies’ that ext…
Syrian refugees' vision for quality education in a Lebanese public school
This study explores the quality of education delivered to Syrian students in a public school in Lebanon. Concepts of agency and empowerment are at the heart of this discussion. To address the current lack of student-centred perspectives on schooling in this context, this study supplements the Capability Approach (CA) with a social justice framework and uses visual and art-based methods to gain insights into what these young people have reason to …
Should we stop talking about empathy
Given much-discussed innovations in Virtual Reality as the 'ultimate empathy machine', we offer three provocations regarding the use of Virtual Reality to cultivate empathy: is empathy possible?Is empathy enough?Who controls how empathy is produced, and who is left out?As a case study, we examine the VR films that the United Nations High Commissioner for Refugees has produced about the refugee crisis.Using this as an entry point to discuss the im…
Protecting and supporting children and women affected by gender-based violence
Given the well-documented toll of gender-based violence on the wellbeing of women and girls, schools and universities can be key sites of advocacy and prevention. Peace educators have identified tackling gender-based violence as a priority for the field. Yet, two gaps persist. Firstly, the lived experiences of female survivors outside Europe and North America remain little understood in research. Secondly, the severe structural barriers female su…
Innovations in Peace and Education Praxis
This edited collection brings together a series of conceptual explorations and practical case studies to illuminate a developing innovative praxis of transdisciplinary peace and education. Drawing on the work of the Cambridge Peace and Education Research Group as well as international scholars, this book responds to calls for transdisciplinary peace and education praxis and presents innovative examples of peace and education research practices, p…
Between ‘the paradox of liberalism’ and ‘the paradox of decoloniality’
This article extends current debates in Education for Peacebuilding (EfP) in conflict settings. It presents and discusses two paradoxes I have observed when examining EfP literature and engaging in conversations with EfP scholars: ‘the paradox of liberalism’ and ‘the paradox of decoloniality’. I unpack these two paradoxes by engaging in conceptual synthesis and analysis and stitching together scholarly arguments in EfP, the larger field of peaceb…
The ‘South’ Speaks Back
This article extends current debates about the worth of resilience-focused interventions in conflict-affected settings and highlights two gaps in the literature: inattention to the role of positionality, and a lack of critical reflection on the binaries drawn between individual needs and structural change. We discuss the complexities of geopolitical conflict, identify the political resistance embedded within resilience, prioritise local voices an…
Post‐abyssal ethics in education research in settings of conflict and crisis
This article draws heavily on the post‐abyssal philosophy of Boaventura de Sousa Santos in order to theorise new ways of thinking about research ethics in settings affected by armed conflict and crisis, and to put them into practice. Our article explores the dilemmas and tensions faced by four graduate students and a supervisor across diverse international settings. For some of us, these are places we call home, for others these are places that p…
Toward a Decolonial Praxis in Critical Peace Education
The ‘South’ Speaks Back
This article extends current debates about the worth of resilience-focused interventions in conflict-affected settings and highlights two gaps in the literature: inattention to the role of positionality, and a lack of critical reflection on the binaries drawn between individual needs and structural change. We discuss the complexities of geopolitical conflict, identify the political resistance embedded within resilience, prioritise local voices an…
Academia in a time of genocide
This essay takes up Edward Said’s insistence on truth, justice, and tracing continuities of colonial violence to reflect on the university in a time of genocide. We set the stage with an outline of the university complicities; conditions continuous with, and connected to, the ongoing genocide in Gaza. We establish the legal resonance of ‘scholasticide’ and use the term as an explanatory tool to unpack four key ‘scholasticidal tendencies’ that ext…
Toward a Decolonial Praxis in Critical Peace Education
Between ‘the paradox of liberalism’ and ‘the paradox of decoloniality’
This article extends current debates in Education for Peacebuilding (EfP) in conflict settings. It presents and discusses two paradoxes I have observed when examining EfP literature and engaging in conversations with EfP scholars: ‘the paradox of liberalism’ and ‘the paradox of decoloniality’. I unpack these two paradoxes by engaging in conceptual synthesis and analysis and stitching together scholarly arguments in EfP, the larger field of peaceb…
Syrian refugees' vision for quality education in a Lebanese public school
This study explores the quality of education delivered to Syrian students in a public school in Lebanon. Concepts of agency and empowerment are at the heart of this discussion. To address the current lack of student-centred perspectives on schooling in this context, this study supplements the Capability Approach (CA) with a social justice framework and uses visual and art-based methods to gain insights into what these young people have reason to …
Priorities for (non-reformist) reform in Syrian higher education
Through the lens of ‘non-reformist reform’, and drawing on data from a participatory workshop in Damascus, this paper explores priorities for HE reform in post-Assad Syria. We examine participants' concerns around the disconnection between HE and the labour market, declining educational quality, and the need for administrative reform. We offer preliminary reflections on the significance of the workshop data as it relates to both the possibilities…
Protecting and supporting children and women affected by gender-based violence
Given the well-documented toll of gender-based violence on the wellbeing of women and girls, schools and universities can be key sites of advocacy and prevention. Peace educators have identified tackling gender-based violence as a priority for the field. Yet, two gaps persist. Firstly, the lived experiences of female survivors outside Europe and North America remain little understood in research. Secondly, the severe structural barriers female su…
Post‐abyssal ethics in education research in settings of conflict and crisis
This article draws heavily on the post‐abyssal philosophy of Boaventura de Sousa Santos in order to theorise new ways of thinking about research ethics in settings affected by armed conflict and crisis, and to put them into practice. Our article explores the dilemmas and tensions faced by four graduate students and a supervisor across diverse international settings. For some of us, these are places we call home, for others these are places that p…
Toward a Decolonial Praxis in Critical Peace Education
The ‘South’ Speaks Back
This article extends current debates about the worth of resilience-focused interventions in conflict-affected settings and highlights two gaps in the literature: inattention to the role of positionality, and a lack of critical reflection on the binaries drawn between individual needs and structural change. We discuss the complexities of geopolitical conflict, identify the political resistance embedded within resilience, prioritise local voices an…
Post‐abyssal ethics in education research in settings of conflict and crisis
This article draws heavily on the post‐abyssal philosophy of Boaventura de Sousa Santos in order to theorise new ways of thinking about research ethics in settings affected by armed conflict and crisis, and to put them into practice. Our article explores the dilemmas and tensions faced by four graduate students and a supervisor across diverse international settings. For some of us, these are places we call home, for others these are places that p…
Innovations in Peace and Education Praxis
This edited collection brings together a series of conceptual explorations and practical case studies to illuminate a developing innovative praxis of transdisciplinary peace and education. Drawing on the work of the Cambridge Peace and Education Research Group as well as international scholars, this book responds to calls for transdisciplinary peace and education praxis and presents innovative examples of peace and education research practices, p…
Between ‘the paradox of liberalism’ and ‘the paradox of decoloniality’
This article extends current debates in Education for Peacebuilding (EfP) in conflict settings. It presents and discusses two paradoxes I have observed when examining EfP literature and engaging in conversations with EfP scholars: ‘the paradox of liberalism’ and ‘the paradox of decoloniality’. I unpack these two paradoxes by engaging in conceptual synthesis and analysis and stitching together scholarly arguments in EfP, the larger field of peaceb…
Should we stop talking about empathy
Given much-discussed innovations in Virtual Reality as the 'ultimate empathy machine', we offer three provocations regarding the use of Virtual Reality to cultivate empathy: is empathy possible?Is empathy enough?Who controls how empathy is produced, and who is left out?As a case study, we examine the VR films that the United Nations High Commissioner for Refugees has produced about the refugee crisis.Using this as an entry point to discuss the im…
Protecting and supporting children and women affected by gender-based violence
Given the well-documented toll of gender-based violence on the wellbeing of women and girls, schools and universities can be key sites of advocacy and prevention. Peace educators have identified tackling gender-based violence as a priority for the field. Yet, two gaps persist. Firstly, the lived experiences of female survivors outside Europe and North America remain little understood in research. Secondly, the severe structural barriers female su…
Academia in a time of genocide
This essay takes up Edward Said’s insistence on truth, justice, and tracing continuities of colonial violence to reflect on the university in a time of genocide. We set the stage with an outline of the university complicities; conditions continuous with, and connected to, the ongoing genocide in Gaza. We establish the legal resonance of ‘scholasticide’ and use the term as an explanatory tool to unpack four key ‘scholasticidal tendencies’ that ext…
Syrian refugees' vision for quality education in a Lebanese public school
This study explores the quality of education delivered to Syrian students in a public school in Lebanon. Concepts of agency and empowerment are at the heart of this discussion. To address the current lack of student-centred perspectives on schooling in this context, this study supplements the Capability Approach (CA) with a social justice framework and uses visual and art-based methods to gain insights into what these young people have reason to …
Priorities for (non-reformist) reform in Syrian higher education
Through the lens of ‘non-reformist reform’, and drawing on data from a participatory workshop in Damascus, this paper explores priorities for HE reform in post-Assad Syria. We examine participants' concerns around the disconnection between HE and the labour market, declining educational quality, and the need for administrative reform. We offer preliminary reflections on the significance of the workshop data as it relates to both the possibilities…
Peace and Human Rights Education (8 obras) · Political science (8 obras) · Sociology (8 obras) · Law (7 obras) · Politics (5 obras) · Psychology (5 obras) · Social science (5 obras) · Peacebuilding and International Security (4 obras) · Social Psychology (4 obras) · Epistemology (3 obras)