We are clueless: The voices of jordanian teachers untrained in conflict-sensitive pedagogy
This study examines Jordanian teachers’ experiences navigating the complexities of teaching amidst the Israel-Palestine conflicts without receiving formal training in conflict-sensitive pedagogy. Through in-depth interviews, themes emerge, illuminating the challenges, practices, and perspectives of...
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Veröffentlicht in: | Teaching and teacher education 2025-01, Vol.153, p.104839, Article 104839 |
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Format: | Artikel |
Sprache: | eng |
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Zusammenfassung: | This study examines Jordanian teachers’ experiences navigating the complexities of teaching amidst the Israel-Palestine conflicts without receiving formal training in conflict-sensitive pedagogy. Through in-depth interviews, themes emerge, illuminating the challenges, practices, and perspectives of educators in conflict-affected classrooms. The teachers perceive significantly limited formal training in conflict-sensitive pedagogy among Jordanian teachers and express a pervasive disillusionment with educational authorities. However, they demonstrate proactive approaches, attempting to integrate war-related topics into their curriculum, promoting critical media literacy and fostering peaceful expression. This study provides a foundation for future research to explore practical pedagogical approaches and support mechanisms in conflict-affected contexts.
•Identifies challenges faced by Jordanian teachers without conflict-sensitive pedagogy training.•Highlights the untrained teachers' proactive methods in conflict-sensitive contexts.•Lays groundwork for future studies on pedagogical approaches in conflict-affected regions. |
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ISSN: | 0742-051X |
DOI: | 10.1016/j.tate.2024.104839 |