Developing peace educators at UKZN Vaughn John School of Education and Development, UKZN 27 November th Annual Teaching and Learning Conference, University of KwaZulu-Natal, Durban, September 2011

Peace education in the context of a violent world …  Violent conflict has become a feature of contemporary society at both global and local levels.  Unprecedented levels of violent conflict since World War II (Firer, 2002).  Lack of peace cost more than $8 trillion last year (Shank, 2011)

South African context …  Violent protests & state responses  SA’s continual low rank on the Global Peace Index (2007= 99/121, 2011=118/153)  Violent crime, including high levels of domestic violence contribute to low rank.  Advanced inequality and deprivation underscores the systemic nature of violence.  Inequality in SA amongst highest in the world (Gini coefficient)

What is peace education?  “Peace education is the pedagogical effort to create a better world” (Morrison, 2002) Rests on 2 assumptions: Conflict is ubiquitous Conflict can be transformed Varies in form and foci in different contexts. In many countries it refers to educating for peace in the school system.

Peace education theory and types (Harris, 2004)  During this past century there has been growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse and domestic violence, and a corresponding growth in the field of peace education  5 types: international education, human rights education, development education, environmental education & conflict resolution education.

Peace education at UKZN  Emerged from non-formal community workshops in response to the political violence in KZN: 1980s -1990s  Gradually included in formal programmes  Community engagement shaped formal teaching

Certificate in Education (Participatory Development)  An initial qualification for adult educators and community development practitioners (NGOs, CBOs)  2-year, part-time programme  Modules in Lifelong Learning, Adult Ed. Development & Project Facilitation  Specialisation in peace education during the second year.

Peace education curriculum within the Certificate  Peace and development,  Inner peace,  Conflict analysis  Negotiation,  Mediation  Educating for peace Theory, skills, attitudes, values Participatory pedagogy

Peace education curriculum within the Certificate 3 aspects of curriculum innovation  Developing peace educators through AVP workshops  Developing peace educators through service-learning  Developing peace educators in a community of practice

Developing peace educators through AVP workshops Alternatives to Violence (AVP)  Powerful experiential learning on non- violent conflict transformation using participatory pedagogy  International programme & community  3 levels: basic, advanced & T4F  Mentoring after T4F  Evidence of transformative learning

Feedback from participants  New understanding of self and others  New identities  Some status in community  Belonging, relational  More confident, hopeful

Transformative Learning Theory  a learning process in which adults examine their meaning perspectives, via a process of critical reflection, resulting in transformation of such perspectives  “deals with how individuals may be empowered to learn to free themselves from unexamined ways of thinking that impede effective judgement and action”. Mezirow [1998]

Developing peace educators through service-learning  Credit for planning, implementing and evaluating a peace event/workshop  Some students have run AVP workshops for schools, youth groups, women groups in their community  Build skills in conflict transformation and educator skills/identity  Deepening and ongoing transformative learning

Developing peace educators in a community of practice  The KZN AVP network  approx 150 AVP facilitators KZN  Diverse: staff, local students, foreign students, community workers etc  Meets 4 times per year (donor funding)  Opportunities to facilitate, learn new skills, build new relationships  Develops peace educator identity

Important features of community of practice  Facilitates opportunity to practice/grow  Provides a support environment  Allows identity development - slow process  Non-hierarchical – old-timers & newcomers  Power dynamics  Organic growth – new areas, new leaders  Voluntary

Scholarship of peace education  Longitudinal study of novice educators, their participation & development in the network: life-history methodology  In-depth study of AVP curriculum, origins, content & pedagogy: case study  Internationalisation and curriculum re- contextualisation of AVP: comparative studies of different countries  African peace curriculum.

Conclusion: Peace education linking 3 pillars of university work  Teaching, research and community engagement supporting the development of educators for a more peaceful and just world.

Some critique of TL theory  Newman (1994) asserted that transformative learning theory had not provided answers for how transformative learning could occur in the context of systemic oppression and for how it could contribute to political struggle.  Inglis (1997) raises questions about the conception of ‘self’ and ‘power’ in transformative learning theory

Implications for theory building  Need studies with more diverse contexts and samples.  TL theory needs more exploration in contexts of extreme and repetitive deprivation and oppression.  Interrogation of the theory in contexts where trauma and fear are likely to be prevalent, could contribute to the ongoing development of TL theory and practice.

Implications for practice  Transformative learning (TL) theory has focussed on the learner in the learning process.  Greater attention needs to be paid to the life, identities and prior experiences of the educator in the TL process, as powerful shapers of pedagogical practices.