By Lynn Davies
This article offers a severe overview of schooling in a global context. according to the author's study and event of schooling in different components stricken through clash, the ebook explores the connection among education and social clash and appears at clash inner to high schools. Pt. I. The phrases of the talk -- 1. advent : the character of clash -- 2. Complexity concept and clash -- Pt. II. Roots of clash and their implications for schooling -- three. fiscal and sophistication kinfolk -- four. Gender and violence -- five. Pluralism and id paintings -- Pt. III. The education/war interface -- 6. the results of violence on academic associations
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Extra resources for Education and conflict : complexity and chaos
There is a tension here. All of us need to `belong' ^ but that may well construct `the other'. In global citizenship education, there is the argument that we should therefore acknowledge multiple identities and multiple loyalties ^ in complexity terms, multiple attractors. An example to counter Al-Qaeda is a group of young people I met in Kosovo called `the post-pessimists'. These were school students, self-organising, comprising both Albanians and Serbs, working for peace across the divide. They acknowledged their inevitable national loyalty, but could put that together with a loyalty to the group and to its work.
Byrne (1998) talks of non-linear transformation after the Second World War in Britain, essentially value driven and the product of collective actions. In the period of reconstruction, the majority of the British electorate (Labour and Liberal) recognised that through an act, the way they cast their vote, they could determine the kind of post-war society which would be created. This always begs the uncomfortable question of whether war is then necessary for radical transformation. Certainly, war has enabled a gender repositioning of women, with women being central to a struggle in countries such as Eritrea or Vietnam ^ albeit sometimes slipping back, post-con£ict, to a previous attractor state (see pp.
This has huge implications for learning and behaviour in complex systems such as education systems or schools. Senior decision-makers tend to assume that because they have imposed order (in terms of pupil groupings, timetables and curriculum) it follows that interactions are not random, and that the decision-makers' ¢tness of purpose is students' or teachers' ¢tness of purpose. Yet the more important interactions in terms of consequences may be the more random bouncing around against each other in playground or sta¡room.