From classroom to post-conflict zones
Transforming learning through the Africa Study Visit
Bibliographic Data
| ID | 6353723 |
|---|---|
| Authors | Serag El Hegazi (0009-0002-2549-2534), Maria Ambrozy |
| Year | 2025 |
| Publication date | 2025-10-26 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Politics (JOURNAL) |
| Journal identifiers | ISSN: 0032-3268 • E-ISSN: 1467-9256 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/02633957251383139 |
| OpenAlex | W4415566983 |
| Language | EN |
| References cited | 11 |
The Africa Study Visit (ASV) module offers students an immersive educational experience that bridges academic theory with practical fieldwork in post-conflict environments across Africa. This article examines how the ASV fosters a unique learning journey, taking students beyond the classroom to directly engage with the complex realities of post-conflict development. Through case studies, this article explores the critical skills students gain, from data collection and cultural sensitivity to ethical research practices. In addition, the ASV’s impact extends beyond students, as partnerships with local organisations foster reciprocal benefits, supporting local communities with fresh insights and development-oriented research. By emphasising experiential learning in challenging contexts, the ASV not only prepares students for careers in international development but also contributes to knowledge production within peace and development studies
Global Education and Multiculturalism · Global Educational Policies and Reforms · Peace and Human Rights Education
Traditional cures for modern conflicts
Actionable Postcolonial Theory in Education
Desire For Development
Students under lockdown
The Role of Experiential Learning on Students’ Motivation and Classroom Engagement
Pedagogy of discomfort’ and its ethical implications
Decolonising politics curricula
Learning in the Palaver Hut
The joy of the teaching track
| Highly cited | No |
|---|