Lections through Lecture Performance. Making forgotten conflicts visible through International and Comparative Education
DOI:
https://doi.org/10.5944/reec.40.2022.31171Palavras-chave:
conflicto, educación en emergencias, educación internacional, educación comparada, lecture performanceResumo
En el escenario supra e internacional, el conflicto y la educación en países involucrados en conflictos armados se han convertido en una poderosa raison d’être tanto de instituciones como de la academia, que han venido desentrañando diversos temas desde política y organización, además de la didáctica educativas. La Educación Comparada e Internacional está redefiniendo sus rasgos y elementos ontológicos y contribuye a estos temas, dado su carácter plural y ecléctico.
A la luz de lo anterior, este artículo tiene como objetivo presentar la investigación y los resultados de un proyecto educativo innovador que se apoya en la Educación Internacional para resaltar la situación de la educación en países en conflicto. La propuesta recoge diferentes acciones de innovación metodológica, todas con un hilo conductor: la implementación de técnicas basadas en el drama en el aula, en particular, la Lecture-Performance, un concepto híbrido que combina la investigación y el trabajo autónomo del alumnado con los recursos básicos de la práctica teatral. Esta metodología de enseñanza fomenta el desarrollo de la creatividad, la originalidad, la espontaneidad y potencia la responsabilidad, la tolerancia y la empatía, como se muestra en los resultados.
Downloads
Referências
Acaso, M., & Megías, C. (2017). Art Thinking. Cómo el arte puede transformar la educación [How art can transform the education]. Paidós.
Albatch, P.G. (1990). Tendencias en Educación Comparada. [Trends in Comparative Education]. Revista de Educación, 293, 293-309.
Arnove, R. F. (1999). Reframing comparative education. The dialectic of the global and the local. In R. F. Arnove, & C. A. Torres (Eds.). Comparative education. The dialectics of the global and the local (pp. 1-24). Rowman & Littlefield.
Bastos, F. (2009). Disruptive Pedagogies in Art Education. Art Education, 62(3), 5-13. doi: 10.1080/00043125.2009.11519013
Belloni, R. (2008). Role-playing international intervention in conflicto areas: Lessons from Bosnia for Northern Ireland Education. International Studies Perspectives, 9(2), 220-234. doi: 10.1111/j.1528-3585.2008.00328.x
Bradley-Levine, J. & Zainulabdin, S. (2020). Peace building through teacher leadership. Journal of Peace Education, 17(3), 308-323. doi: 10.1080/17400201.2020.1775562
Cowen, R. (1996). Last past the post: Comparative Education, Modernity and perhaps Post-Modernity. Comparative Education, 32(2), 151-170.
Cowen (2000). Comparting futures or comparing pasts? Comparative Education, 36(3), 333-342.
Cremin, T. (2015). Perspectives on creative pedagogy: exploring challenges, possibilities and potential. International Journal of Primary, Elementary and Early Years Education, 43(4), 353-359.
Cunningham, J. & Ladd, S. (2018). The role of school curriculum in sustainable peace-building: The case of Sri Lanka. Research in Comparative and International Education, 13(4), 570–592. doi: 10.1177/1745499918807027
Dale, R. (2000). Globalisation: A New World for Comparative Education? In J. Schriewer (Ed.). Discourse Formation in Comparative Education (pp. 87-110). Peter Lang.
Darwin, S. (2016). Student Evaluation in Higher Education. Reconceptualising the Student Voice. Springer International Publishing.
Davies, L. (2004). Conflict and Education: Complexity and Chaos. Routledge Falmer.
Deane, S. (2016). Syria’s lost generation: Refugee education provision and societal security in an ongoing conflict emergency. IDS Bulletin, 47(3), 35-52. doi: 10.190881968-2016.143
Devlin, M., & Samarawickrema, G. (2010). The criteria of effective teaching in a changing higher education context. Higher Education Research & Development, 29(2), 111-124. doi: 10.1080/07294360903244398
Donaubauer, J., Herzer, D., & Nunnenkamp, P. (2019). The Effectiveness of Aid under Post-Conflict Conditions: A Sector-Specific Analysis. The Journal of Development Studies, 55(4), 720-736. doi: 10.1080/00220388.2017.1400013
Dryden-Peterson, S. (2016). Policies for Education in Conflict and Post-Conflict Reconstruction. In K. Mundy; A. Green; B. Lingard, & A. Verger (Eds.) The Handbook of Global Education Policy (pp. 189-205). Wiley Blackwell.
Dryden-Peterson, S., & Mulimbi, B. (2017). Pathways toward peace: Negociating national unity and ethnic diversity through education in Botswana. Comparative Education Review, 61(1), 58-82. doi: 10.1086/689614
Dubovicki, S. (2019). Methodological Creativity in Pedagogical Research. In M. Carmo (Ed.) Education and New Developments (pp. 36-40). InScience Press, Vol. II.
Even, S., & Schewe, M. (eds.) (2016). Performative Teaching, Learning, Research. Schibri.
Hamel, J., Dufour, S. & Fortin, D. (1993). Case study methods. Sage Publications.
Hammar, E. (2014). Group work as an incentive for learning – students’ experiences of group work. Frontiers in Psychology, 5(558), 1-10. doi: 10.3389/fpsyg.2014.00558
Hanna, H. (2017). Dealing with difference in the divided educational context: balancing freedom of expression and non-discrimination in Northern Ireland and Israel. Compare-A Journal of Comparative and International Education, 47(1), 17-31. doi: 10.1080/03057925.2015.1119649
Kampf, R. and Cuhadar, E. (2015). Do computer games enhance learning about conflicts? A cross-national inquiry into proximate and distant scenarios in Global Conflicts. Computers in Human Behavior, 52, 541-549. doi: 10.1016/j.chb.2014.08.008
Kester, K. (2019). Reproducing peace? A CRT analysis of Whiteness in the curriculum and teaching at a University of The UN. Teaching in Higher Education, 24(2): 212-230. doi: 10.1080/13562517.2018.1476339
Le Monde Diplomatique (2010). Atlas Geopolítico [Geopolitic Atlas]. Fundación Mondiplo.
Liddy, M. (2021). Practising postcolonial pedagogies in higher education teaching and research. Journal of university teaching & learning practice, 18(3), 1-13. https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2289&context=jutlp
Matsumoto, M. (2018). “Technical and vocational education and training and marginalised youths in post-conflict Sierra Leone: Trainees’ experiences and capacity to aspire”. Research in Comparative and International Education, 13(4), 534–550. doi: https://doi.org/10.1177/1745499918807024
Menashy, F., & Dryden-Peterson, S. (2015). The Global Partnership for Education’s evolving support to fragile and conflict-affected states. International Journal of Educational Development, 44, 82-94. doi: 10.1016/j.ijedudev.2015.07.001
Milder, P. (2011). Teaching as Art. The Contemporary Lecture-Performance. PAJ, 97, 13-27.
Nordtveit, B.H. (2016). Schools as protection?: Reinventing education in contexts of adversity. Springer.
Novelli, M. (2011). The role of education in peacebuilding: Methodological framework for three country case studies. New York: UNICEF
Novelli, M. (2016). “Capital, inequality and education in conflict-affected contexts”. British Journal of Sociology of Education, 37(6), 848-860. doi: https://doi.org/10.1080/01425692.2016.1165087
Nóvoa, A. (2018). Comparing Southern Europe: the difference, the public and the common. Comparative Education, 54(4), 548-561. doi: 10.1080/03050068.2018.1528781
Nòvoa, A. (2000). The Restructuring ot the European Educational Space-Changing Relationships among States, Citizens and Educational Communities. In T. Popkewitz (Ed.) Educational Knowledge. Changing relationships among States, Citizens and Educational Community (pp. 31-57). State of University of New York Press.
Nóvoa, A. (2000a). Estat de la qüestió de l´educació comparada: paradigmes, avanços i impassos. Temps D´Educació, 24, 101-123.
Oruc, N., Jackson, I. & Pugh, G. (2019). The Effects of Remittances on Education in a Post-Conflict Society: Evidence from Bosnia-Herzegovina. Journal of Balkan and Near Eastern Studies, 21(1), 90-103. doi: 10.1080/19448953.2018.1532688
Paulston, J., & Rappleye, J. (2007). Education and Conflict: Essay review. International Journal of Educational Development, 27, 340-347. doi: 10.1016/j.ijedudev.2006.10.010
Phillips, D. (1999). On Comparing. In R. Alexander, P. Broadfoot, & D. Phillips (eds.), Learning from Comparing-New Directions in Comparative Educational Research, (pp. 15-20). Symposium Books.
Phillips, D. (2000). Beyond Travellers´ tales: some nineteenth century British commentators on education in Germany. Oxford Review of Education, 26, 49-62.
Powell, J. J. (2020). Comparative education in an age of competition and collaboration. Comparative Education, 56 (1), 1-22. doi: 10.1080/03050068.2019.1701248
Rappleye, J. (2020). Comparative education as cultural critique. Comparative Education, 56(1), 39-56. doi: 10.1080/03050068.2019.1701247
Ryan, C. & Marino-Maio, N. (2011). Dramatic interactions: teaching languages, literatures and cultures through theater. Theoretical approaches and classroom practices. Cambridge Scholars Publishing.
Save the Children UK (2006). DFID: Aid, Education and Conflict-affected countries. Briefing. Save The Children.
Save the Children UK. (2018). The many faces of exclusion. UK.: Save The Children.
Schriewer, J. (2015) (Ed.). World Culture Re-Contextualised. Meaning Constellations and Path-Dependencies in Comparative and International Education Research. Routledge.
Sen, V. (2019). Hybrid governmentality: higher education policymaking in post-conflict Cambodia. Studies in Higher Education, 44(3), 513-525. doi: 10.1080/03075079.2017.1379985
Shah, R., & Lopes Cardozo, M.T.K. (2015). Situating studies of education and conflict within the evolving field of Comparative and International Education: past, present and future. In Z. Gross and L. Davies (Eds.) The contested role of education in conflict and Fragility (pp. 249-256). Sense publishers.
Slone, M., & Shoshani, A. (2008). Efficacy of a school-based primary prevention program for coping with exposure to political violence. International Journal of Behavioral Development, 32(4): 348-358. doi: 10.10177/165025408090976
Steiner-Khamsi, G. (2014). Comparison and Context: The Interdisciplinary Approach to the Comparative Study of Education. Current Issues in Comparative Education, 16(2), 34-42.
Taka, M. (2021). When education in emergencies fails: learners’ motivations for a second chance education in post-conflict Rwanda. Compare: A Journal of Comparative and International Education, 1-18. doi: 10.1080/03057925.2021.1886908
Toros, H., Dunleavy, D., Gazeley, J., Guirakhoo, A., Merian, L. & Omran, Y. (2018). “Where is War? We are War”. Teaching and Learning the Human Experience of War in the Classroom. International Studies Perspectives, 19(3): 199–217. doi: 10.1093/isp/ekx012
Versmeksse, I., Derluyn, I., Masschelein, J., & De Haene, L. (2017). After conflict comes education? Reflections on the representations of emergencies in ‘Education in Emergencies. Comparative Education, 53(4), 538-557. doi: 10.1080/03050068.2017.1327570
Williams, T.P. (2019). The Things They Learned: Aspiration, Uncertainty, and Schooling in Rwanda’s Developmental State. The Journal of Development Studies, 55(4), 645-660. doi: 10.1080/00220388.2018.1453602
Yacuzzi, E. (2005). El estudio de caso como metodología de investigación: teoría, mecanismos causales, validación. Inomics, 1, 296-306.
Zuilkowski, S. S., & Marty, A. H. (2021). Student perceptions of school safety and student learning outcomes in a context of protracted conflict. International Journal of Educational Development, 82, 102372. doi: 10.1016/j.ijedudev.2021.102372
