I am Professor of Education, Conflict and Peace based in University College London. I specialise in the area of education, conflict and peace building.
Novelli, M ; Benjamin, S; Çelik, A; Kane, P; Kutan, B; Pherali, T (2021) “Laboratories of Learnin... more Novelli, M ; Benjamin, S; Çelik, A; Kane, P; Kutan, B; Pherali, T (2021) “Laboratories of Learning” Education, Learning and Knowledge-Making in Social Movements: Insights from Colombia, Nepal, South Africa and Turkey. ESRC Grant No: ES/R00403X/1. Final Project Report. Brighton: University of Sussex. Available at https://knowledge4struggle.org/
The debate about education in conflict-affected contexts is fundamentally caught between 1) right... more The debate about education in conflict-affected contexts is fundamentally caught between 1) rights-based claims about access to quality learning; and 2) complexities around contexts, histories and politics of education. In this paper, I review some of the current debates in this rapidly expanding field to demonstrate how education interacts with different dimensions of violent conflict and then, argue that education should be conceptualised both as a process of dismantling conflict-inducing structures in society and, as a process of promoting critical inquiry, respect for diversity, social justice principles and skills for civic and political engagement.
Novelli, M ; Benjamin, S; Çelik, A; Kane, P; Kutan, B; Pherali, T (2021) “Laboratories of Learnin... more Novelli, M ; Benjamin, S; Çelik, A; Kane, P; Kutan, B; Pherali, T (2021) “Laboratories of Learning” Education, Learning and Knowledge-Making in Social Movements: Insights from Colombia, Nepal, South Africa and Turkey. ESRC Grant No: ES/R00403X/1. Final Project Report. Brighton: University of Sussex. Available at https://knowledge4struggle.org/
The debate about education in conflict-affected contexts is fundamentally caught between 1) right... more The debate about education in conflict-affected contexts is fundamentally caught between 1) rights-based claims about access to quality learning; and 2) complexities around contexts, histories and politics of education. In this paper, I review some of the current debates in this rapidly expanding field to demonstrate how education interacts with different dimensions of violent conflict and then, argue that education should be conceptualised both as a process of dismantling conflict-inducing structures in society and, as a process of promoting critical inquiry, respect for diversity, social justice principles and skills for civic and political engagement.
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Papers by Tejendra Pherali