Juliet Millican Cupp The University of Brighton Education and Conflict The literature Changing nature of conflict Kaldor 2014 Intra rather than interstate political reduction in power of state conflict over resources and growing inequalities conflict over identity and struggles for p ID: 598103
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Slide1
The role of Higher Education in Conflict, Post conflict or Occupation
Juliet Millican
Cupp
The University of BrightonSlide2
Education and Conflict: The literature
Changing nature of conflict (Kaldor 2014): Intra rather than interstate, political reduction in power of state, conflict over resources and growing inequalities, conflict over identity and struggles for power, need for ‘construction of new norms through analysis, scholarship and debate’
Two faces of education (Bush and
Saltarelli
2000): Acts as a unifying force, but can be a cause as well as a response to conflict, potential to fuel or exacerbate violence through unequal access or promotion of negative stereotypes
Can contribute on different levels (Smith 2014) citizenship and
statebuilding
, reinforcing of responsibilities, counteracting inequality, offering other forms of identity, need for a ‘conflict sensitive’ education (diverse groups, diverse control, proper representation).Slide3
Higher Education and Conflict: limited literature
Tripartite mission: three areas-Teaching, Research and Service (though service often delivered through teaching and research)Taylor 1984 (Queens) ‘Objectivity
becomes a reason for not addressing issues, because they cannot be addressed objectively
’, new social science analyses made little difference.
Milton 2013: (
Lybia
and Iraq) HE contribution to forming a identity, developing political autonomy, critical thinking challenging dominant state interests, maintaining academic links between opposing groups contributing to peace building and support reconstruction via training for
statebuilding
.
Johnson 2015: (Kenya and Cote D’Ivoire) Importance of engagement for protection in times of conflict, student involvement to build shared identity and values, choosing partners carefully, allegiances can backfire.
(10.45)Slide4
Roles played by HE during different phases of conflict
Response
Context
Issues
Universities as a site of resistance, inciting conflict though challenging existing regimes or resisting constraints of occupation.
Pre conflict, under occupation
Students organising for democracy or supporting resistance among wider communities.
Analyses of the causes of conflict, work on conflict prediction and conflict prevention,
development of theoretical frameworks and advising on policy approaches
Pre, especially with fragile stages
Post conflict, or independent external approach.
‘Insufficient donor funds spent in local pre-conflict
analysis’
(
Omeje
)
Possibilities for influencing policy makers or donors?
Demonstrating
for peace (Mostar) Training in peace building, bringing opposing sides together, or connecting academics across difference, establishment of peace building as a discipline
Pre or Post conflict
Timing for this crucial.
Peacebuilding often includes (sometimes
unwelcome)
intervention of external
agencies, universities may be better placed
and already on hand.Slide5
Roles contd.
Remaining neutral during conflict, normaliser,
offering ‘zones of
civility’ (
Kaldor
)
providing subject
based
education through
traditional discipline approaches
During conflict
Avoids any mention of conflict – may be the approach of traditional universities or some disciplines while others may be actively involved hence could be an institutional a departmental approach.
Raising awareness and understanding of students and of local community through seminars, discussion groups, an alternative to media as a form of information.
Pre, during or post
Difficult to operate normal sessions during conflict, safety should be first concern, could implicate universities and make them a target as a result.
Acting as welfare interventions, using students as community workers, emergency aid and rehabilitation of soldiers, rebuilding of structures etc, providing services at a time when state services are unavailable
During or post conflict
Safety of students, role in reconciliation and peace building as well as practical help. Slide6
Contd.
(11.10)
Development of citizenship and democracy or a sense of national/cultural identity in divided or occupied states or as an alternative to ethnic focus or extremism,
maintaining
social cohesion, social identity, widening access to education in order to address causes of conflict among young people
Post conflict or occupation
State division (as in interstate conflict,
Kashmir)
may confuse notions of citizenship, alternative identities to create unification as in Bosnia, maintenance of civic pride in occupied states such as Palestine
Capacity building workshops for immediate post conflict reconstruction, work with security systems, police, training of new leader
Post conflict
Universities not always equipped to do this, traditional and prestigious universities, attracting the best students often focus on traditional and post-colonial disciplines, new structures may need to be developed.
Research in dealing with knock on impact of conflict or occupation, displaced peoples, house demolition, deforestation, access to water, extremism etc. use of range of local expertise
During conflict, under occupation and post conflict
Involves use of disciplinary expertise, particularly legal, scientific and social scientific. Slide7
Pedagogic responses: Belfast
Queen’s University, BelfastNeutral during the conflict (activism outside the classroom, zones of civility, allowed students to escape home issues and build own relationships, decision to change name and accept catholic students may have had greatest impact 20 years on in reducing inequalities and opening up access to power,
Use of past legacy to support and train academics, statespersons from other conflict zones, case study approach, lessons learned.
University of Ulster
More active during conflict but practitioner focused, interest in building confidence and capacity.
Current CPD adult education programme with loyalist groups.
Saw university as a neutral space for difficult conversations. ‘Trappings of a university’ allowed these to take place.
Lecture plus discussion, allowed groups to review and reinterpret the past
.(10.55)Slide8
Bosnia
Peace building MA, Universities of Belgrade and Sarajevo (Zagreb?)Region specific academic programme in peace building, bringing together students and lecturers from 3 regions to explore separate histories
Bottom up peacebuilding through analysis of local issues and the building of relationships
Additional involvement of Basel, Switzerland
Training of English Teachers, University of Sarajevo
Foreign language teaching as a space for intercultural communication in challenging attitudes among students from segregated schools
Use of critical pedagogy to explore issues of moral responsibilty
Discussions easier in a third language?
11.20)Slide9
Palestine
Student Engagement, Al QudsJerusalem based university, students have different opportunities
Bard College involvement, local engagement programme
Focus on the development of civil society rather than a focus on the occupation
A more liberal stance on the BDS, recognising the importance of collaboration
Student Engagement,
Birzeit
Set up as a Palestinian university for a nation in waiting
Pro active response to conflict, students as service providers during worst periods (prisons, health care, literacy, support for women’s groups)
Defending the university ‘enriched education’
Strong supporter of BDS
(11.25)Slide10
What is a conflict sensitive education?
Different at different phases of a conflictAdvantages of ‘zones of civility’ to allow education to continue (many universities closed during conflict, people take years to complete a degree)Periods after conflict may allow sensitive analysis of different positions (Myanmar – cannot progress without the military)
University as a service provider can have a strong role in student education and well as community support, focusing on needs of community as well as political positions.
Need to avoid seeing conflict as negative, and separate conflict from violence (
Lederach
,
conflict transformation). Slide11
New Research in Ethiopia and Eritrea
Agreement on the complex link between poverty and conflict, and the importance of universities as actorsUniversities can deal with rights issues in a way that civil society can’t
Government mandate for universities to play a role in civil society
Willingness to engage in debate
Feeling that the way forward has to come from scholars.Slide12
The Role of Universities in Peacebuilding and Resistance, Millican (
ed) 2018. Routledge,
Conceptual issues: (chapters on the role of a university, cycles of conflict and spaces for intervention, literature on universities and conflict).
Institutional Responses (case studies from Belfast,
Birzeit
and Bradford)
Academic led responses, teaching and research (case studies from Al Quds,
Birzeit
, Sarajevo, Belgrade, Ulster)
Student led responses, (case studies from Myanmar and South Africa)