1. Being an educator in times of crisis Challenges and opportunities
Trikic Zorica
Senior Program Manager, ISSA
April, 2017

2. Context Where danger is, Dangerous things grow. HERDELIN
Societies in “crisis”/transition:
All forms of "otherness" are viewed as a potential threat.
Negative labeling and “scape-goating” mechanism
Isolation and lack of information/rejecting change
Lack of critical thinking / critical orientation toward reality
 “Learned helplessness”
Etc…

3. Educators in times of crisis
My story/
your story/
our story…
Sta vazi za sve vazi i za edukatore

4. EDUCATORS have power to help children deal with effects of crises,
they can and they do protect life, children and childhood,
their vital role is in providing opportunities for children to understand what is happening to their world and what they can do to feel safe and hopeful in it again,
they can help children learn from painful and difficult experiences – to discover their resilience, power personal strengths, and to become more compassionate and caring
can recognize newly emerging needs in children and try to name them and meet them…
can be of great support to families facing problems (even the worst ones),
They can use kindergartens as meeting places –for different people to come together and unite around dreams they have for their children.

5. BUT… Educators are facing the same challenges as other members of society
Their system of values is shaken…
do not know what is right or wrong and what
to nourish and support in children,
they are confused…
They have low self esteem – they think they are failures
(they can not support and protect children
They are under great pressure – they are asked to do what majority in society do not want to do or do not approve.
Do not see meaning of the work they are doing – do not believe that their work can make the difference for children and society ,
Dominant feelings – helplessness, loneliness (nobody cares), fear, disconnectedness, anger

6. A new understanding of professional development1.
1. They need safe space where they can share honestly, and where they will not be judged…
“If we want to grow as teachers -- we must do something alien to academic culture: we must talk to each other about our inner lives -- risky stuff in a profession that fears the personal and seeks safety in the technical, the distant, the abstract. (Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life) ,
2. They need opportunities to explore and build understanding of what is happening to their world and what they can do to feel safe and hopeful in it, and become more compassionate and caring,
3. They need support to be able to learn from painful and difficult experiences – to discover their resilience, power, personal strengths, take proactive approach,
4. In order to be more caring and compassionate, they need to clear their inner space - dealing with own feelings to be able to focus on children and families… (sinking boats sending SOS),

7. WE NEED TO RECONECT ON HUMAN LEVEL AND TAKE CARE OF EACH OTHER
Cont…
In order to give empathy they need to feel it
7. They need to build sense of belonging (esp. mutual trust), and create safety nets
8. They need to learn how to actively look for support from parents, children, colleagues, and all relevant others … mutuality – involving all key actors and sharing responsibility
WE NEED TO RECONECT ON HUMAN LEVEL AND TAKE CARE OF EACH OTHER

8. The “triangle model” for high-quality programs in the context of ethnic division and exclusion, combined with poverty (ISSA-DECET )
Quality pedagogy
Psycho-social and economic Activism of teachers
support

9. Quality pedagogy – well-prepared professionals and paraprofessionals; high quality professional development; comprehensive, inclusive, and respectful curriculum and practices; high level of parental involvement.
Psychosocial support – providing connections with other relevant sectors and services; creating a safe space for sharing, comforting and creating understanding of the new reality
Activism – making children visible in times of crises, readiness to voice the needs and problems of children and families, and to advocate for their rights by openly challenging discriminatory practices.

10. Fundamental and essential competences for addressing diversity and equality issues:
Willing to accept diversity in society and respecting other ways of being
Showing warmth and being loving
Having empathy and understanding
Being non-judgemental and having an open mind
Showing flexibility and adaptability and being creative in order to find alternative solutions and approaches
Being sensitive (aware of children’s and parents’ needs) and responsive (act on this awareness)
Supporting a sense of belonging
Having enthusiasm: being engaged and motivated
Openness for dialogue and different perspectives .
Adapted from Diversity and Social Inclusion Exploring Competences for Professional Practice in Early Childhood Education and Care, ISSA-DECET

11. Psychosocial support -Resilience – strength based approach
Children are resilient.
Resilience is composed of:
optimism,
high self esteem,
dealing with fears and stress,
a moral compass and altruism,
faith and hope,
social support,
life skills,
physical and mental fitness,
cognitive and emotional flexibility, and
meaning and purpose.
Resilience can be nurtured.

12. Nurturing multiple identities
Nurturing multiple/diverse identities – unpacking labels such as “refugee children”, IDPs, “ helpers” etc. – people are more than their current label;

13. Sometimes you just have to take the leap and build your wings on the way down."  Kobi Yamada Good luck and thank you!