9 research outputs found
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Disrupting cycles of violence in Africa: unlocking complex dimensions of human security
AISA Policy Brief, no. 124, OctoberDisrupting the matrix of domination that feeds systemic inequality and poverty in violence ridden societies unlocks complex dimensions of human security. Self-reproducing cycles of chronic violence, driven by a multifaceted combination of structural and interpersonal factors, undermine any efforts to achieve such security. This policy brief discusses a range of negotiation processes that can mobilise communities to engage in social actions that supply in their own security and peace-making needs. The discussion generates crucial insights and knowledge that may inform and strengthen community-based 'whole-of-society' strategies for the prevention of violence and its gendered dynamics
Getting to ânoâ: Locating critical peace education within resistance and anti-oppression pedagogy at a Shiâa Islamic school in Lebanon
Impact of political violence on images of war and peace in the drawings of primary school children.
Political Learning among Youth: Exploring Patterns of Students' First Political Awakening
This article focuses on studentsâ first political learning and explores the research question, what dynamic patterns of political learning can be explored among a selection of young, diverse Danish studentsâ first political interests? The authors use theories of learning in their analytical approach to students´ stories. A group of 10 young students who claim a certain political interest and attend a social studies course in Danish upper secondary school were selected to interview. A âlife story approachâ is used in the interviews and in the analytical approach. Findings: contrary to many âsingle agent studies in the traditionâ of political socialization, the authors find that all students display a complex pattern of political influence. The influence from various agents like school, family, media and peers is also rather complex. Students are not passive recipients of influence, but are active constructors of their political life. Their emotions and social environment are highly important for their political orientation. It is recommended that further research focus on dynamic learning and on arenas for political learning rather than on âsingle agent studies.â Recommendations for teaching are made