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| Unit name |
Education, Peace and Sustainable Development |
| Unit code |
EDUCM0055 |
| Credit points |
20 |
| Level of study |
M/7
|
| Teaching block(s) |
Academic Year (weeks 1 - 52)
|
| Unit director |
Dr. Mbogo Barrett |
| Open unit status |
Not open |
| Pre-requisites |
None
|
| Co-requisites |
None
|
| School/department |
School of Education |
| Faculty |
Faculty of Social Sciences and Law |
Description including Unit Aims
This unit focuses on how education contributes to peace and sustainable development. It engages with the growing field of Education for Sustainable Development (ESD) and research on education in conflict and emergency contexts. Sustainable development presents a challenge for all countries, rich and poor, as does the need to build social cohesion and combat violence. It considers the impact of conflict, fragility, environmental disaster and climate change affect individuals, organisations and systems in education. It overviews the recent history of the emergence of sustainable development and conflict as major development agendas for low and high income countries and the interests and actors that have been instrumental in promoting each. Specific examples of the interpretation and implementation of ESD and peace-building will be analysed through a series of case studies. Case studies will include formal and non-formal education interventions in and diverse settings including small island states or other settings where climate change threatens lives and livelihoods, conflict and post-conflict settings and the city of Bristol. Participants will have the opportunity to explore in depth the implications of peace and/or sustainable development agendas for research, planning and practice within the contexts and educational settings they know best.
The aims of the unit are to:
- explore how education contributes to peace and sustainable development both positively and negatively in a range of diverse contexts;
- analyse the impact of conflict, fragility, environmental disaster and climate change on individuals, organisations and systems in education;
- acquire foundational knowledge and understanding of research, scholarship and international policy agendas relating to Education for Sustainable Development and Peace Education;
- inquire into the interpretation and implementation of ESD and Peace Education within selected initiatives in local and international settings; and
- consider how ESD and Peace Education can be implemented within students’ professional contexts.
Intended Learning Outcomes
By the end of the unit students will demonstrate:
- a secure foundation of knowledge and understanding of ESD, peace education and peace building in education to inform professional practice and further independent inquiry;
- independent sourcing and management of a range of academic, research and non-academic texts on ESD, peace education and peace building in education using digital and web-based tools and search engines;
- the ability to critique the ways in which ‘sustainable development’ and ‘peace-building’ are constructed and deployed within literature, research, policy and practice and by key international organisations;
- engagement in critical and analytical reflection of their own ESD and peace education practices;
- engagement in reasoned debate with other professionals to collaboratively develop critical insights into ESD, peace education or conflict and education; and
- development of a personal voice, in oral presentations and a written assignment, through which they can construct a coherent and convincing argument related to education and peace or sustainable development.
Teaching Information
The unit will be taught through a combination of methods, including, seminars, case studies, critical reviews of key readings, video analysis, role play and group presentations, visiting speakers, 1-2 visits to relevant local organisations and small scale collaborative student projects. Participants will be encouraged to draw upon, share and reflect their own professional and personal expertise and experience of education and development.
Contact hours
20 hours
Assessment Information
Formative assessment:
Will be in the form of a feedback on a presentation, poster or short report relating to a specific initiative or organisation addressing ESD or peace education.
Summative assessment:
4000 word assignment that could be:
- analysis of the impact of conflict, fragility, environmental disaster or climate change on education within a specific context; OR
- study of theory, policy or practice relating ESD or peace-education
Reading and References
- Asia/Pacific Cultural Centre for UNESCO (ACCU) (2009) Tales of Hope II:' Innovative Grassroots Approaches to Education for Sustainable Development (ESD), TOKYO: ACCU.
- Bush, K. D. and Saltarelli, D. (2000) The Two Faces of Education in Ethnic Conflict. Florence: UNICEF.
- Crossley, M. & Sprague, T. (2012) Learning from Small States for Post-2015 Educational and International Development, Current Issues in Comparative Education 15(1):26-40.
- Gough, S. & Scott, W. (2003) Key Issues in Sustainable Development and Learning: a critical review. London: Routledge.
- Harris, I. M. (2004): ‘Peace education theory’, Journal of Peace Education, 1 (1): 5-20.
- Smith, A. (2014) Contemporary challenges for education in conflict affected countries, Journal of International and Comparative Education 3(1):113-125.
