Losing ground
A critical analysis of teachers’ agency for peacebuilding education in Sri Lanka
Bibliographic Data
| ID | 12876232 |
|---|---|
| Authors | Mieke T A Lopes Cardozo (0000-0001-7547-6829, University of Amsterdam, corresponding author), Celine C M Q Hoeks (University of Amsterdam) |
| Year | 2014 |
| Volume | 12 |
| Issue | 1 |
| Pages | 56-73 |
| Publication date | 2014-07-29 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Peace Education (JOURNAL) |
| Journal identifiers | ISSN: 1740-0201 • E-ISSN: 1740-021X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17400201.2014.940516 |
| OpenAlex | W2103199397 |
| Language | EN |
| Citations received | 23 |
| References cited | 28 |
This paper aims to explore the agency of teachers for peacebuilding education in Sri Lanka through a critical multiscalar analysis of the interplay between context – education policies and governance – and agent – teachers as strategic political actors. It draws on two studies conducted in Sri Lanka in 2006 and 2011 to give insight into a changing context from conflict to post-conflict. While peace education and social cohesion were high on the political agendas before the official ending of the conflict, the need for a continuous and integral peace education approach seems to be losing political ground in present-day Sri Lanka. The paper seeks to contribute to the broader debate on the complex role of education and teachers in conflict and post-conflict situations
Agency (philosophy · Context (archaeology · Corporate governance · Economics · Geography · Management · Peacebuilding · Political science · Politics · Social science · Socioeconomics · Sociology · Sri lanka · Cambodian History and Society · Law · Peace and Human Rights Education · Peacebuilding and International Security · Public Administration
Toward place-responsive pedagogies in higher education
Towards Sustainable Development Goal 4 in a post-conflict setting
School leaders and teachers’ agency
Mapping the evolution of teacher agency research
Design and evaluation of peace curricula in territories affected by armed violence
Teaching Amid Division
The role of school culture in teacher professional development for peace education
Reconciliation pedagogies and critical ambivalence in teacher professional development
Infusing Creativity into Peacebuilding in Sri Lanka
Education for shared life in Israel during the 7 October 2023 war
Learning peace (and conflict)
Are we doing Cátedra de Paz?’ Teacher perspectives on enacting peace education in Bogotá, Colombia
To address or not to address the violent past in the classroom? That is the question in Côte d’Ivoire
School textbooks, peace and conflict
Virtual qualitative inquiry
The multiple faces of ‘conscientisation’
The fruit caught between two stones’
Forging inclusive practice in ethnically-segregated school systems
A way of being
Teaching on the frontline
Emerging perspectives of teacher agency in a post-conflict setting
Developing context-specific peace education initiatives with local communities
Education and Environmental Peacebuilding
Researching education policy
Political Analysis
Teacher Education and the Struggle for Social Justice
Cultural and Economic Reproduction in Education
Border Crossings
Social justice and the philosophical foundations of critical peace education
The 3Rs of integration
Classroom of hope
Peace education in the present
From comparison to translation
Towards Peace with Justice in Sri Lanka
Globalisation as a Problem of Political Analysis
Reform Implementation and the Realities within which Teachers Work
Education and social cohesion
Schools and war
I, Teacher
Public Pedagogy and the Politics of Resistance
Deeper hegemony
Peace Education
Sri Lankan Tamil Nationalism
| Unique citing works | 23 |
|---|---|
| Citations per year | 2,3 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 23 |