Papers by Sara Clarke-Habibi
Journal of Peace Education
This collection presents interdisciplinary perspectives on educating for peace in Bosnia and Herz... more This collection presents interdisciplinary perspectives on educating for peace in Bosnia and Herzegovina. With contributions from national and international researchers and practitioners, it explores a range of theories, contexts, pedagogies, and practices within formal education settings and draws attention to the multiple roles that teachers play in fostering socially transformative learning. The book offers readers a critical exploration of peace pedagogy as an imagined ideal and fluid space between post-war educational politics, institutional and curricular constraints, and the lived experiences and identities of teachers and students in socially- and historically situated communities. The book highlights local voices, initiatives and practices by illustrating good examples of how classrooms are being connected to communities, teacher education programs and teachers’ continued professional development. The book demonstrates why and how the grammars of peace in Bosnia and Herzegovina are still in a state of flux and negotiation, and what the implications are for classroom practice and pedagogy. Recommendations are offered for policymakers, curriculum developers, teacher educators and teachers on how peace pedagogies can be promoted at all levels of the education system and through pre-service and in-service teacher education, taking into account the structural uniqueness of the country.
Education Innovation Series, 2018
Journal of Intervention and Statebuilding, 2021
This article extends current debates about the worth of resilience-focused interventions in confl... more This article extends current debates about the worth of resilience-focused interventions in conflict-affected settings and highlights two gaps in the literature: inattention to the role of position...
European Journal of Psychology of Education, 2021
Switzerland, like other countries in Europe, has long depended on migration and mobility for its ... more Switzerland, like other countries in Europe, has long depended on migration and mobility for its economy. Facilitating the integration of migrant children in school, primarily through the acquisition of the local language, has therefore been a priority for policymakers. In recent years, mobility has been on the increase and mobility trajectories have become more diverse. A growing percentage of families arriving in the country have experienced repeated mobility and may not plan to settle in Switzerland for good. This paper examines institutional responses to the increasing number of mobile children in Swiss public schools, in particular, the manner in which such children are welcomed. It presents the main findings of an exploratory research project focused on children in repeated mobility, defined as having lived in multiple countries before their arrival in Switzerland, regardless of family background or legal status. Adopting a sociocultural psychological approach, the paper exami...
Under review, 2021
Policy studies on post-conflict education tend to gloss over differences in local school practice... more Policy studies on post-conflict education tend to gloss over differences in local school practice. This paper argues that a more nuanced and critical analysis of how normative peacebuilding discourses translate into local educational practices is needed. The article presents a new tool for assessing and reducing gaps between peacebuilding policy and practice in educational settings: a five-criterion rubric that assesses the coherence of peacebuilding practices between a school’s official educational mission, its stance on diversity recruitment among teachers and students, its integration of peace-related topics in the school curriculum and program, its degree of inter-community engagement, and its de facto approach to peacebuilding participation. The rubric is used to assess empirical data gathered in seven secondary schools in Bosnia and Herzegovina (BiH), revealing the stark heterogeneity of peace learning in BiH. Divergent peacebuilding logics and practices within and between ethnic communities produce contestable ‘peaces’ which feed into political stalemates at the state level. Applying Bernstein’s notion of the pedagogic device, peacebuilding variation is attributed not only to political influences on education but also to school directors’ and teachers’ ideological and often very personal interpretations of ‘peace’, which shape the peacebuilding logic that is operationalised in school. Four axes underlying the pedagogic recontextualisation of peacebuilding are identified: 1) the sphere of moral inclusion (“Who counts as ‘we’?”); 2) the vision of a ‘just order’ (“What best provides for those who count?”); 3) a perceived peacebuilding agency (“How can what is ‘just’ be enacted, if at all?”); and 4) the degree of community mobilisation (“How prepared we are to put these ideas into action?”).
Journal of Intervention and Statebuilding, 2021
This article extends current debates about the worth of resilience-focused interventions in confl... more This article extends current debates about the worth of resilience-focused interventions in conflict-affected settings and highlights two gaps in the literature: inattention to the role of positionality, and a lack of critical reflection on the binaries drawn between individual needs and structural change. We discuss the complexities of geopolitical conflict, identify the political resistance embedded within resilience, prioritise local voices and needs, problematise Eurocentric knowledge production, and dissolve false dichotomies by honouring the distinctive purposes of different disciplines. We call for new forms of contextualised, epistemic and cognitive global justice that capture the multifaceted, dynamic nature of adversity, resilience, and transformational change.
European Journal of Psychology of Education, 2021
Switzerland, like other countries in Europe, has long depended on migration and mobility for its ... more Switzerland, like other countries in Europe, has long depended on migration and mobility for its economy. Facilitating the integration of migrant children in school, primarily through the acquisi-tion of the local language, has therefore been a priority for policymakers. In recent years, mobility has been on the increase and mobility trajectories have become more diverse. A growing percent-age of families arriving in the country have experienced repeated mobility and may not plan to settle in Switzerland for good. This paper examines institutional responses to the increasing num-ber of mobile children in Swiss public schools; in particular, the manner in which such children are welcomed. It presents the main findings of an exploratory research project focused on children in repeated mobility, defined as having lived in multiple countries before their arrival in Switzerland, regardless of family background or legal status. Adopting a sociocultural psychological approach, the paper examines the macro-social level of cantonal educational policies regarding welcome processes, the meso-social level of local school policies, and the microsocial level of teachers’ prac-tices and interactions in classrooms that welcome mobile children. Data include documentary analysis, interviews and observations. Our analysis shows that a deficit view of mobile children and the preoccupation with language proficiency dominate policies and practices, resulting in the diver-sion of mobile children into special integration classes (so called “classes d’accueil” in the French speaking region, and “Integrationsklasse” in the Swiss German-speaking region). Mobility is con-ceptualized by Swiss policymakers, school directors and teachers in terms of its challenges. In par-ticular, school directors and teachers conceptualize mobility as increasing heterogeneity of the classroom. However, the situation varies greatly according to the personal orientations of school directors and teachers’ personal engagement. The paper emphasises the ambiguous role of the integration classes: while they may impair the long-term chances of educational success by reduc-ing academic expectations for non-native-speaking mobile children, they may also be used as “third spaces” which afford pedagogical freedom for dedicated teachers, potentially of benefit for children. The paper examines these propositions in the light of sociocultural educational literature and draws upon the case of welcoming mobile children to question a series of assumptions about the ultimate purposes of public schooling in Europe today.
NISSEM Global Briefs: Educating for the social, the emotional and the sustainable. Section 2: Contextualising Social and Emotional Learning. Colette Chabbott, Margaret Sinclair & Andy Smart (editors). , 2019
Social and emotional learning (SEL) plays an important role in the healthy development of young p... more Social and emotional learning (SEL) plays an important role in the healthy development of young people in every society, not least in countries made fragile by violent conflict. With many countries currently destabilized by and emerging from conditions of conflict, questions remain about how to best frame and approach SEL so that the social and emotional needs not only of individuals, but also of communities and the society at large are met. Using data from 2012 to 2015, this study examines how SEL for adolescents is approached in one post-conflict society, Bosnia-Herzegovina (BiH). Combining content analysis of 500 topics included in SEL syllabi from three ethnically distinct regions with teacher interviews and student focus groups, the study reveals how BiH schools frame SEL according to localized psychosocial and ethnopolitical priorities, inadvertently reinforcing contradictory messages about self and others, relationships, community, decision-making and peacebuilding. The case highlights risks associated with decentralized approaches to SEL within politically sensitive contexts where learning may be instrumentalized to reinforce social divisions. For SEL to contribute to both individual and collective wellbeing, country-level frameworks that are holistic, inclusive, conflict-sensitive and critical are needed.
PhD dissertation, Faculty of Education, University of Cambridge
Journal of Peace Education, 2018
What does it mean to educate for peace after witnessing one’s community being devastated by war? ... more What does it mean to educate for peace after witnessing one’s community being devastated by war? And what impact, if any, does educating for peace have amidst the complexity of post-war reconstruction? To explore these questions, a phenomenological study was conducted in Bosnia and Herzegovina in 2012 with eight ethnically diverse educators who participated in a programme of Education for Peace (EFP) which began a decade earlier in the cities of Sarajevo, Mostar, Banja Luka and Zenica. Through semi-structured interviews, the study (1) explores meanings and experiences associated by participants with their role as post-conflict peace educators, (2) examines the extent and limits of their sense of peacebuilding agency and (3) elicits evaluations of the longer term impacts of educating for peace in the Bosnian context. The study finds that meanings associated with educating for peace are nuanced by educators’ personal histories of conflict, professional identities and the country’s wider socio-political dynamics. Benefits, risks and challenges stemming from peace education engagement are found in four domains (personal, social, educational and political). Conclusions recommend greater focus to the subjectivities of teachers in conflict-affected contexts as a key site for evaluating peacebuilding impact, for revising theories of change and improving planning and provision.
Educational contributions to post-conflict intergroup reconciliation are under-researched. Especi... more Educational contributions to post-conflict intergroup reconciliation are under-researched. Especially lacking are insights into the role of teachers as intermediaries between peace education theory and practice. This exploratory case study investigates the perspectives and experiences of peace educators in Bosnia-Herzegovina who are themselves survivors of 1992-1995 war which was characterized by brutal inter-ethnic violence. Employing semi-structured interviews within an interpretive phenomenological methodology, this study seeks to understand the lived experiences of eight ethnically Bosniak, Croat and Serb peace educators, and to define the psychosocial, political and educational factors that shape, facilitate and delimit their engagement with intergroup reconciliation. Identifying four perceived challenges and four perceived impacts of the peace education work in Bosnia-Herzegovina, this research sheds light on the complex ways in which peace educators’ personal and social identities intertwine with the wider socio-political environment as they pursue peace, intergroup reconciliation, and healing. Implications of the study and suggestions for future research are discussed.
Journal of Transformative Education, 2005
Abstract Current approaches to peace education tend to focus on specific issues or themes and lea... more Abstract Current approaches to peace education tend to focus on specific issues or themes and leave many broader questions about the nature of peace and the means for its lasting establishment in human individual and collective life unanswered. Particularly in the ...
Book Chapters by Sara Clarke-Habibi
in Jonathan Spangler and Chuing Prudence Chou (eds.), Cultural and Education Exchanges in Rival Societies, Springer, 2018
This chapter focusses on experiences with and perspectives on cultural and educational exchange a... more This chapter focusses on experiences with and perspectives on cultural and educational exchange at the secondary school level between rival communities in Bosnia and Herzegovina (BiH). Although twenty years have passed since the country’s 1992-1995 war, the majority of BiH children and youth are still socialised in mono-ethnic schools using ethnically biased curricula that increase their vulnerability to interethnic prejudice and divisive political ideologies. Conceptualizing cultural and educational exchange within Novelli, Lopes Cardozo and Smith’s (2015) framework known as the ‘4Rs’ of sustainable and just peace (i.e. recognition, redistribution, representation and reconciliation), I examine the strengths and limitations of exchange for improving interethnic relations in this post-conflict society. The chapter draws on empirical data collected in 2014 from 60 semi-structured interviews with education authorities, university and NGO teacher educators, secondary school directors and social science teachers from the cities of (majority Serb) Banja Luka, (majority Bosniak) Sarajevo and (divided Croat-Bosniak) Mostar, as well as from focus groups with 60 students aged 16 to 18 years from five secondary schools. Individuals involved in cultural and educational exchanges identified various potentially positive and negative impacts of exchange experiences in the BiH context. This chapter highlights three of these benefits – economic and civic advancement, critical reflexivity, and intergroup peacebuilding – as well as three perceived risks – ‘brain drain’, peacebuilding elitism, and misrepresentation of contemporary conflict drivers. Exchange initiatives are found to address one or another, but rarely all, of the ‘4Rs’. The chapter concludes that in order to contribute more effectively to positive relations between rivals, strategic efforts must be made to incorporate all of the ‘4Rs’ into exchange agendas and practices.
Chapter in "Insights from Practice: Lessons from Holocaust education for the transitional justice classroom. In Transitional Justice and Education". Clara Ramirez-Barat and Martina Schulze (eds.), Georg Eckert Institute for International Textbook Research. Goettingen: Vandenhoek & Ruprecht unipress., 2018
Educating about and for transitional justice raises numerous questions for educators: At what age... more Educating about and for transitional justice raises numerous questions for educators: At what age and in what depth is it appropriate to discuss human atrocities with young people? How should the topic of transitional justice be approached in the classroom? What cognitive, affective, and behavioural learning outcomes are desired? What pedagogies will best conduce to such learning? How should sensitive issues such as the realities of mass human rights abuses, as well as conflicting identities, narratives, and contestations about the recent past be handled in the classroom? What training and support do transitional justice educators—especially those native to the conflict context—require? And how should transitional justice education ‘success’ be measured? Such questions compel a search for relevant precedents in educational practice that could usefully guide preparation and teaching in the new field of transitional justice education. The chapter brings into focus a number of practical, pedagogical, political, ethical and generational considerations for teachers, curriculum developers and policymakers intending to support transitional justice education initiatives. Six lessons related to the practice of addressing histories of atrocity in the classroom are offered.
Research Reports by Sara Clarke-Habibi
Commissioned by UNICEF Albania for the purpose of identifying best practices in transformative, i... more Commissioned by UNICEF Albania for the purpose of identifying best practices in transformative, intercultural and peacebuilding pedagogies across the Western Balkans 6, including how peacebuilding is mainstreamed and enrooted across the curricula and teaching processes, in order to subsequently develop and test a methodology for secondary school teachers and youth trainers that would support their efforts to effectively promote the development of competences for intercultural dialogue, peacebuilding, constructive remembrance and reconciliation among adolescents and youth. Four data collection methods were combined for this mapping: 1. Review of existing research and literature: A review of research and practice in the fields of education for intercultural dialogue, peacebuilding and reconciliation in the Western Balkans helped defined key concepts and provide insights into existing knowledge and standards. 2. Key informant interviews: 31 key informants contributed to this mapping. 40 key informants from across the WB6 were solicited for interviews. Of these, 20 accepted and Skype interviews of 45 min to 2 hours were held with each. An interview guide was created for this purpose (see Appendix 2). Follow-up questions were addressed by email. Further consultations were conducted in person and by email with another 11 key informants (see full list Appendix 1). 3. Document analysis: Based on the interviews, additional programme documents, project documents, methodological materials and research reports that were not publicly available online were gathered and analysed for the mapping. 4. Internet searches: To complete the mapping, internet searches of government institutions, international agencies and local organisations that work with youth policies and programmes across the WB6 were conducted with the aim of identifying additional policies, priorities, methodologies, materials and reports in the field of social cohesion, intercultural dialogue, peacebuilding and reconciliation. In total, approximately 120 documents were reviewed. Of these, 75 documents have been compiled in an annotated bibliography of reference materials, educational guidelines, curriculum and training manuals, toolkits, project documents, research reports and other resources (see Appendix 5). The data gathered has been summarized and analysed qualitatively with a focus on mapping key actors and initiatives in the region and enabling knowledge-exchange and collaboration. Available online: http://mptf.undp.org/document/download/23371
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Papers by Sara Clarke-Habibi
Book Chapters by Sara Clarke-Habibi
Research Reports by Sara Clarke-Habibi
The objectives of this Toolkit are:
1) To support teachers’ professional competences to engage adolescents and youth in intercultural dialogue.
2) To support teachers in their use of teaching strategies and techniques which help adolescents and youth to learn and practice open and respectful dialogue.
3) To develop teachers’ professional competences and confidence to engage adolescents and youth in discussing controversial issues, particularly related to past and current causes of conflict in the region, and to manage this safely and effectively.
4) To support teachers to create ‘safe spaces’ in the classroom where adolescents and youth can explore issues that concern them freely and without fear.
5) To support teachers’ professional competences to nurture young people’s understanding of the foundations of sustainable peace and to strengthen their agency as peacebuilding actors.
Part 1: This section presents a conceptual framework for educating for intercultural dialogue, peacebuilding, remembrance and reconciliation. The key concepts and their interrelationship are presented in a format that is designed to help teachers and trainers to understand and enhance their existing efforts to work with adolescents and youth on these themes.
Part 2: This section provides a set of learning modules, including training guides, for introducing adolescents and youth to the core concepts and competences of intercultural dialogue, peacebuilding, remembrance and reconciliation. The activities suggested are not prescriptive but intended only as a starting point upon which other training topics and formats can and should be added. Each learning module includes a conceptual introduction, lesson guides, ideas for linking the theme to subjects across the curriculum, and references to supplementary resources.
Part 3: This section presents teaching methods for connecting the key learning themes to topics across the curriculum. It presents several pedagogical approaches that teachers and youth workers can adopt in order to meet different learning objectives and to help young people exercise a range of competences. Finally, it presents a full list of additional activity ideas and methods for creating stimulating learning environments for young people.
Part 4: This section presents the peacebuilding competence framework that explains the competences that young people should acquire through effective education for intercultural dialogue, peacebuilding, remembrance and reconciliation. This section then highlights additional competences that educators must develop themselves in order to able to provide such education to young people.
Part 5: This section presents general methodological tips based on identified good practices for creating effective learning environments and for implementing activities and projects in schools and the wider community using a blend of formal and non-formal approaches.
Part 6: This section provides tips on anticipating and managing challenges that can arise in the learning process. The “What to do if…” section offers practical suggestions for teachers and trainers on how to handle scenarios that can appear in group dynamics.
At the end of this Toolkit, a glossary of key concepts and terms is provided, along with a bibliography containing references to additional sources.
The guidelines, methods and tips draw from and build upon existing good practices across the Western Balkans and the world. The Toolkit is thus designed to complement existing formal and non-formal education programmes with innovative approaches and interactive methods specially chosen to build young people’s competencies for intercultural dialogue, peacebuilding, conflict transformation, and processes associated with dealing with the past.
The Toolkit is currently be field-tested in secondary schools across the Western Balkans 6 for validity, refinement and finalisation.
Representing the contributions of academics and practitioners around the world, the collection explores the conceptual foundations, latest research investigations and practical applications of peace education in various international contexts.
Some 200 participants attended the conference, among them educators, peace education experts, policy makers, community and business leaders, as well as highschool and university students from North America, Europe, the Middle East, Asia and Africa.
This publication provides a substantial and comprehensive review of the latest developments in peace education theory, practice and research, as pursued in the contexts of families, primary and secondary schools, universities, multicultural communities, intractable conflicts, post-conflict reconciliation and peacebuilding processes, civil society, and business and leadership practice. The submissions provide evidence of the intensifying, global search for effective and unifying frameworks of peace education, and the innovative manner in which such frameworks are applied to diverse contexts.
Volume 1 engages students in a critical and constructive examination of:
- Principles & Prerequisites of a Culture of Peace
- Conflict-Based and Peace-Based Worldviews
- Theories of Human Nature
- The Origins of Human Violence
- Developmental Perspectives on Human Life & Society
- Humanity’s Transition to a Civilization of Peace
Each unit is divided into multiple sections which guide students with:
• Learning objectives
• Anticipation activities
• Rich conceptual immersion in student-appropriate language
• Core concept summaries
• Key questions for understanding
• Interdisciplinary activity and project ideas
• Links to online sources for further exploration of key themes
Companion resources include the Education for Peace Curriculum Manual (for teachers), and the interactive e-learning CD-Rom for students, EFP-WORLD (in English and Serbian/Croatian/Bosnian versions).
Volume 2 engages students in critical and constructive examination of:
- Concepts of Power, Authority & Leadership for Peace
- Concepts & Dimensions of Conflict
- Modes of Conflict Resolution
- The Nature & Dynamics of Human Violence
- Violence-Prevention Strategies
- Foundations for a Culture of Healing in Violence-Affected Communities
Each unit is divided into multiple sections which guide students with:
• Learning objectives
• Anticipation activities
• Rich conceptual immersion in student-appropriate language
• Core concept summaries
• Key questions for understanding
• Interdisciplinary activity and project ideas
• Links to online sources for further exploration of key themes
Companion resources include the Education for Peace Curriculum Manual (for teachers), and the interactive e-learning CD-Rom for students, EFP-WORLD (in English and Serbian/Croatian/Bosnian versions).
The second part of this paper then addresses the question surrounding ‘What factors have enabled BiH authorities to resist educational policy lending related to the global promotion of pluralism and peacebuilding?’ Evidence is drawn from a larger research project that analysed key policy documents and research reports on education reform in BiH over the 2000-2017 period, as well as interviews conducted in 2014 with 60 international and domestic education actors including policymakers, teacher educators, NGO educators, secondary School Directors and teachers, as well as focus groups with 60 secondary school youth in BiH. Based on the findings, it is argued that three early post-war policy errors were committed by the international brokers and backers of the new state: firstly, a failure to recognize education as a security issue and to extend transitional justice lustration measures to that sector; secondly, a failure to focus discourses and policies regarding ‘quality’ education on the realities of the conflict context and to insist on the rigorous integration, monitoring and evaluation of peacebuilding standards and competences across primary and secondary schooling alongside those of literacy, numeracy and life-skills; and thirdly, a failure to adopt financing models that would support long-term and system-wide consolidation of peacebuilding reforms in education, instead of the prevailing patchwork of largely ineffective and uncoordinated, ‘multiplier’ and trickle-up intervention models. Together, I argue, these failures have enabled ethnonationalists to maintain ideological and political control over education in ways that sustain social division and prevent economic development and mobility in the country.
The paper contributes to ongoing research into educational ‘push’ factors influencing migration from post-conflict and transitional societies. It also offers recommendations for improved education reform interventions in conflict-affected and transitional societies to incentivize educated young people to remain in their home countries and contribute actively to the development of stable, inclusive, democratic and prosperous societies.
To read the text of this talk, please follow this link: https://www.universityworldnews.com/post.php?story=20210122092916714
The study adapts Bronfenbrenner's (1979) notion of social ecological systems to conceptualise BiH’s complex ‘education ecology’ comprised of layered and interacting historical, social, cultural, political, economic, and ideological influences. It probes the operation and effect of this ecology through the lenses of differentially-positioned education actors as they negotiate the construction of the country’s past, present and future as a multi-ethnic society. A multi-sited case study in three regions (Republika Srpska, Herzegovina-Neretva Canton and Sarajevo Canton) frames this exploration of how education policy actors, School Directors and teachers understand the role of education in BiH today, and whether, why and how they bring a peacebuilding dimension to the work. It compares and contrasts these perspectives with those of BiH secondary school students who, from their vantage point as the first truly post-war generation, present a different picture of the present peacebuilding challenges in BiH society and their educational needs. The study draws on a rich array of data sources including policy and document analysis, 60 semi-structured interviews (including 12 with education policymakers, 11 with teacher educators, 15 with educational NGOs, and 22 with secondary School Directors and teachers), and focus group discussions with 60 ethnically diverse secondary school students aged 16-18 years using a specially-designed card sort stimulus activity. Qualitative analysis and participant validation bring focus to salient issues where historical, structural, cultural, social, and psychosocial dimensions of Bosnia’s ‘education ecology’ intersect, and shed light on new opportunities for enhancing the peacebuilding efficacy of educational actors in this context.
Five empirical chapters probe the layers of BiH’s education ecology, revealing nuances in the experiential dimensions of agency-structure relations and observing where encouraging developments have emerged over the 20 past years in spite of persistent ethno-nationally differentiated educational structures. Interviews reveal contrasting peacebuilding logics which produce varied effects at the level of educational practice. When contrasted with the experiences and understandings of students, intergenerational tensions become evident, as do the unintended negative effects of certain peacebuilding Theories of Change. Illustrated throughout are characteristics of the education ecology that support and constrain educators’ and students’ (critical) peacebuilding agency.
On the basis of the research findings, I argue that the BiH education sector does not evidence binary pro- and anti-peacebuilding stances as some of the literature suggests. It evidences, rather, a range of interpretations of what peacebuilding in contemporary BiH means and entails. These different interpretations yield a variety of direct and indirect approaches to overcoming social division which become operationalised to varied effect at the level of schools and classrooms. Significant factors not only include school location and type, but also the role of educational leadership and the values that heads of Education Ministries, Pedagogical Institutes and schools bring to the mission and ethos of school institutions. Life histories and personal relationships are also seen to affect professional roles and relations across the education ecology, both in favour of and against peacebuilding. The study confirms that BiH’s 1990s war is still little addressed in secondary school and offers a discursive analysis of the apparent complacency with this educational ‘culture of silence’. At the same time, some teachers are seen to be investing a great deal of hope in students to transform BiH society, and demonstrate critical and courageous peacebuilding engagement. The shift in schools to post-war generations raises questions about policymakers’ and teachers’ educational assumptions, while students themselves demand a rethinking of education’s peacebuilding role. Independent schools are seen to be undertaking more radical forms of peacebuilding which offer alternative models of education for the state schools to consider.
This study contributes methodological, pedagogical and programming insights to peacebuilding research and practice in the education field. Conceptually, it introduces new notions of ‘exclusionary peacebuilding’, ‘adultism’, and the possibility of reconceptualising youth ‘apathy’ as an alternative form of youth political morality, with ‘desistance’ being one expression of critical agency.
The "Trauma-Awareness Spectrum" offers a framework for reflection and assessment of trauma-awareness and responsiveness. It is tailored to humanitarian, development and peacebuilding (HDP) interventions, but has relevance to academic research and community work. We welcome discussion about its relevance to varied institutional and operational contexts.