Contemporary Issues in Early Childhood, Oct 16, 2023
Rapid technological advancements make it easier than ever for young children to 'talk to&... more Rapid technological advancements make it easier than ever for young children to 'talk to' artificial intelligence (AI). Conversational AI models spanning education and entertainment include those specifically designed for early childhood education and care, as well as those not designed for young children but easily accessible by them. It is therefore crucial to critically analyse the ethical implications for children's well-being when a conversation with AI is just a click away. This colloquium flags the 'empathy gap' that characterises AI systems that are designed to mimic empathy, explaining the risks of erratic or inadequate responses for child well-being. It discusses key social and technical concerns, tracing how conversational AI may be unable to adequately respond to young children's emotional needs and the limits of natural language processing due to AI's operation within predefined contexts determined by training data. While proficient at recognising patterns and data associations, conversational AI can falter when confronted with unconventional speech patterns, imaginative scenarios or the playful, non-literal language that is typical of children's communication. In addition, societal prejudices can infiltrate AI training data or influence the output of conversational AI, potentially undermining young children's rights to safe, non-discriminatory environments. This colloquium therefore underscores the ethical imperative of safeguarding children and responsible child-centred design. It offers a set of practical considerations for policies, practices and critical ethical reflection on conversational AI for the field of early childhood education and care, emphasising the need for transparent communication, continual evaluation and robust guard rails to prioritise children's well-being.
Low learning outcomes, especially among poor and marginalized students, are a pervasive problem i... more Low learning outcomes, especially among poor and marginalized students, are a pervasive problem in many low- and middle-income countries. Negative teacher beliefs and expectations may contribute to low learning outcomes among the poor, especially if they are reflected in classroom practices and interactions. Studies from various Southern contexts have shown that students from poor and marginalized backgrounds are more likely to be subject to stereotypical and deficit-oriented teacher beliefs, but the evidence is scattered and disconnected. This study therefore systematically reviews the empirical literature on teacher beliefs and their implications for the educational outcomes of disadvantaged students in the global South. We primarily focus on studies using a qualitative sociological approach, to complement an existing review that looks on the quantitative and econometric literature. Based on the findings, we develop a conceptual framework that identifies the structural and cultura...
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...
ABSTRACT There is a dearth of research on the frustrations, moral dilemmas and challenges non-Wes... more ABSTRACT There is a dearth of research on the frustrations, moral dilemmas and challenges non-Western teachers might face in the everyday praxis of peace education. To address this gap, this study analyses how violence is negotiated and understood in an Indian school seeking to build a culture of peace. Interviews with eight teachers and four students are analysed using grounded theory. Firstly, the study discusses a teacher’s response to a student witnessing domestic violence. Thereby, it explores the limits of peace education in the face of home-school boundaries and societal stigmas. Secondly, the study discusses a teacher’s attempt to help an abused child labourer. It questions the extent to which peace education can tackle systemic inequalities and the danger of the field reproducing exclusionary structures. Thirdly, the study discusses the intergenerational politics of children endorsing corporal punishment. It seeks to demonstrate how socio-economic pressures and historical legacies might lead to children legitimating violence against their own bodies. By exploring the fractures and gaps within peace education in an understudied non-Western context, the study aims to raise larger questions about the structures and norms hindering ideals of peace and the need for peace education to prioritise criticality, context and reflexivity.
ABSTRACT For LGBT students in England, a curious contradiction exists between policy and practice... more ABSTRACT For LGBT students in England, a curious contradiction exists between policy and practice. Within government policy, teachers have been discursively constructed as protectors and defenders of students’ rights. Yet, within everyday schooling, teachers might perpetuate or enable discrimination themselves. In order to explore this tension, this article creates four categories to deconstruct different motivations for, and manifestations of, teacher discrimination: ‘unaware’ teachers, ‘apathetic’ teachers, ‘reluctant’ teachers and ‘prejudiced’ teachers. It interrogates how ignorance, apathy, reluctance and prejudice become imbricated in complex social, historical and political legacies of identity erasure, normalised violence and moral discourses of young people's welfare and desexualised innocence. Seeking to apply international human rights law to the best of its (imperfect and ever-evolving) capacity, the article then evaluates how each category of teacher discrimination might be addressed by the text and jurisprudence of the United Nations Convention on the Rights of the Child (CRC). The goals of the article extend beyond the British context: to generate new analytical tools for conceptualising and differentiating between diverse types of teacher discrimination and to utilise human rights frameworks in advocating for more inclusive classrooms.
International Journal of Development Education and Global Learning, 2019
This article critically examines how the concept of empathy is mobilized in the rhetoric of devel... more This article critically examines how the concept of empathy is mobilized in the rhetoric of development education, and explores different ways of conceptualizing empathy as a pedagogical ideal and an affective experience. Its premise is that the concept of empathy has been insufficiently probed within academia, even though paradigm shifts in development have made the concept central to development education. In reference to narratives of African poverty, the article critiques literature depicting empathy as simple or inevitable within development education. It seeks to open up new possibilities for conceptualizing a form of empathy that prioritizes nuance and self-reflexivity. The article intends to contribute to development education by advocating more respectful, dialogical and self-aware cross-cultural engagement.
ABSTRACT Three gaps seem to be present within the literature of peace education: relatively littl... more ABSTRACT Three gaps seem to be present within the literature of peace education: relatively little self-critique of the internal workings of the field; a dearth of studies featuring the personal narratives of peace educators; and an underrepresentation of peace educators from the Global South. To address these three gaps, this qualitative investigation explores the personal narratives of Latin American, Asian and African peace educators and critiques certain assumptions and norms underlying the field. We primarily draw on Galtung’s concept of cultural violence, Bajaj’s critical peace education and Connell’s Southern Theory to make our critiques. We examine 13 semi-structured interviews using grounded theory analysis. Three themes relating to cultural and structural violence emerge from these interviews: discriminatory hurdles for Southern peace educators, intercultural tensions in the classroom and linguistic inequality in opportunities for professional mobility. These may or may not reflect the experiences of other peace educators from the Global South or minority practitioners working within the Global North. But by discussing these forms of violence, we hope to show the value of foregrounding the perspectives and lived experiences of underrepresented groups – not only in peace education but also in academia more broadly.
The Palgrave Handbook of Citizenship and Education, 2020
Citizenship and peace are inarguably related - both have human fulfilment at the heart of their e... more Citizenship and peace are inarguably related - both have human fulfilment at the heart of their endeavours. Their relationship is bi-directional and their influence mutual; good citizenship begets good peace and good peace begets good citizens. The purpose of this chapter is to explore ways in which recent developments in the field of peace education might be applicable to the closely aligned field of citizenship education. Following discussion of the connections between peace and citizenship education, the chapter provides an overview of the history and evolution of the field of peace education. The second section of the chapter is a detailed exposition of some of the criticisms levelled at peace education-specifically in terms of its relationship with the questions of gender, nature and faith-with a view to examining how responses to these criticisms in the field of peace education might be of use for citizenship educators in considering the continuing evolution of their own field.
Contemporary Issues in Early Childhood, Oct 16, 2023
Rapid technological advancements make it easier than ever for young children to 'talk to&... more Rapid technological advancements make it easier than ever for young children to 'talk to' artificial intelligence (AI). Conversational AI models spanning education and entertainment include those specifically designed for early childhood education and care, as well as those not designed for young children but easily accessible by them. It is therefore crucial to critically analyse the ethical implications for children's well-being when a conversation with AI is just a click away. This colloquium flags the 'empathy gap' that characterises AI systems that are designed to mimic empathy, explaining the risks of erratic or inadequate responses for child well-being. It discusses key social and technical concerns, tracing how conversational AI may be unable to adequately respond to young children's emotional needs and the limits of natural language processing due to AI's operation within predefined contexts determined by training data. While proficient at recognising patterns and data associations, conversational AI can falter when confronted with unconventional speech patterns, imaginative scenarios or the playful, non-literal language that is typical of children's communication. In addition, societal prejudices can infiltrate AI training data or influence the output of conversational AI, potentially undermining young children's rights to safe, non-discriminatory environments. This colloquium therefore underscores the ethical imperative of safeguarding children and responsible child-centred design. It offers a set of practical considerations for policies, practices and critical ethical reflection on conversational AI for the field of early childhood education and care, emphasising the need for transparent communication, continual evaluation and robust guard rails to prioritise children's well-being.
Low learning outcomes, especially among poor and marginalized students, are a pervasive problem i... more Low learning outcomes, especially among poor and marginalized students, are a pervasive problem in many low- and middle-income countries. Negative teacher beliefs and expectations may contribute to low learning outcomes among the poor, especially if they are reflected in classroom practices and interactions. Studies from various Southern contexts have shown that students from poor and marginalized backgrounds are more likely to be subject to stereotypical and deficit-oriented teacher beliefs, but the evidence is scattered and disconnected. This study therefore systematically reviews the empirical literature on teacher beliefs and their implications for the educational outcomes of disadvantaged students in the global South. We primarily focus on studies using a qualitative sociological approach, to complement an existing review that looks on the quantitative and econometric literature. Based on the findings, we develop a conceptual framework that identifies the structural and cultura...
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...
ABSTRACT There is a dearth of research on the frustrations, moral dilemmas and challenges non-Wes... more ABSTRACT There is a dearth of research on the frustrations, moral dilemmas and challenges non-Western teachers might face in the everyday praxis of peace education. To address this gap, this study analyses how violence is negotiated and understood in an Indian school seeking to build a culture of peace. Interviews with eight teachers and four students are analysed using grounded theory. Firstly, the study discusses a teacher’s response to a student witnessing domestic violence. Thereby, it explores the limits of peace education in the face of home-school boundaries and societal stigmas. Secondly, the study discusses a teacher’s attempt to help an abused child labourer. It questions the extent to which peace education can tackle systemic inequalities and the danger of the field reproducing exclusionary structures. Thirdly, the study discusses the intergenerational politics of children endorsing corporal punishment. It seeks to demonstrate how socio-economic pressures and historical legacies might lead to children legitimating violence against their own bodies. By exploring the fractures and gaps within peace education in an understudied non-Western context, the study aims to raise larger questions about the structures and norms hindering ideals of peace and the need for peace education to prioritise criticality, context and reflexivity.
ABSTRACT For LGBT students in England, a curious contradiction exists between policy and practice... more ABSTRACT For LGBT students in England, a curious contradiction exists between policy and practice. Within government policy, teachers have been discursively constructed as protectors and defenders of students’ rights. Yet, within everyday schooling, teachers might perpetuate or enable discrimination themselves. In order to explore this tension, this article creates four categories to deconstruct different motivations for, and manifestations of, teacher discrimination: ‘unaware’ teachers, ‘apathetic’ teachers, ‘reluctant’ teachers and ‘prejudiced’ teachers. It interrogates how ignorance, apathy, reluctance and prejudice become imbricated in complex social, historical and political legacies of identity erasure, normalised violence and moral discourses of young people's welfare and desexualised innocence. Seeking to apply international human rights law to the best of its (imperfect and ever-evolving) capacity, the article then evaluates how each category of teacher discrimination might be addressed by the text and jurisprudence of the United Nations Convention on the Rights of the Child (CRC). The goals of the article extend beyond the British context: to generate new analytical tools for conceptualising and differentiating between diverse types of teacher discrimination and to utilise human rights frameworks in advocating for more inclusive classrooms.
International Journal of Development Education and Global Learning, 2019
This article critically examines how the concept of empathy is mobilized in the rhetoric of devel... more This article critically examines how the concept of empathy is mobilized in the rhetoric of development education, and explores different ways of conceptualizing empathy as a pedagogical ideal and an affective experience. Its premise is that the concept of empathy has been insufficiently probed within academia, even though paradigm shifts in development have made the concept central to development education. In reference to narratives of African poverty, the article critiques literature depicting empathy as simple or inevitable within development education. It seeks to open up new possibilities for conceptualizing a form of empathy that prioritizes nuance and self-reflexivity. The article intends to contribute to development education by advocating more respectful, dialogical and self-aware cross-cultural engagement.
ABSTRACT Three gaps seem to be present within the literature of peace education: relatively littl... more ABSTRACT Three gaps seem to be present within the literature of peace education: relatively little self-critique of the internal workings of the field; a dearth of studies featuring the personal narratives of peace educators; and an underrepresentation of peace educators from the Global South. To address these three gaps, this qualitative investigation explores the personal narratives of Latin American, Asian and African peace educators and critiques certain assumptions and norms underlying the field. We primarily draw on Galtung’s concept of cultural violence, Bajaj’s critical peace education and Connell’s Southern Theory to make our critiques. We examine 13 semi-structured interviews using grounded theory analysis. Three themes relating to cultural and structural violence emerge from these interviews: discriminatory hurdles for Southern peace educators, intercultural tensions in the classroom and linguistic inequality in opportunities for professional mobility. These may or may not reflect the experiences of other peace educators from the Global South or minority practitioners working within the Global North. But by discussing these forms of violence, we hope to show the value of foregrounding the perspectives and lived experiences of underrepresented groups – not only in peace education but also in academia more broadly.
The Palgrave Handbook of Citizenship and Education, 2020
Citizenship and peace are inarguably related - both have human fulfilment at the heart of their e... more Citizenship and peace are inarguably related - both have human fulfilment at the heart of their endeavours. Their relationship is bi-directional and their influence mutual; good citizenship begets good peace and good peace begets good citizens. The purpose of this chapter is to explore ways in which recent developments in the field of peace education might be applicable to the closely aligned field of citizenship education. Following discussion of the connections between peace and citizenship education, the chapter provides an overview of the history and evolution of the field of peace education. The second section of the chapter is a detailed exposition of some of the criticisms levelled at peace education-specifically in terms of its relationship with the questions of gender, nature and faith-with a view to examining how responses to these criticisms in the field of peace education might be of use for citizenship educators in considering the continuing evolution of their own field.
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