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| Unit name |
Education, Peace and Sustainable Development |
| Unit code |
EDUCM0055 |
| Credit points |
20 |
| Level of study |
M/7
|
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24)
|
| Unit director |
Dr. Mbogo Barrett |
| Open unit status |
Not open |
| Pre-requisites |
None
|
| Co-requisites |
None
|
| School/department |
School of Education |
| Faculty |
Faculty of Social Sciences and Law |
Description including Unit Aims
Sustainable development asserts the interdependence between economic sustainability, environmental sustainability and social justice. The central focus of the unit is concerned how education contributes to sustainable development across a range of contexts and across different levels of education and includes in this education's contribution to peacebuilding and reconciliation in post-conflict contexts. The unit will consider the international agenda set out in the United Nations Sustainable Development Goals but also look at specific theoretical perspectives and areas of scholarship including green skills, environmental justice, education for sustainability, peacebuilding and transitional justice. Participants will have the opportunity to explore in depth an issue of their choice related to education’s contribution to sustainability or peace.
The aims of the unit are to:
- acquire foundational knowledge and understanding of research, scholarship and policy agendas relating to Education for Sustainable Development and education in post-conflict contexts;
- appreciate the range of theoretical perspectives applied to understanding how education can contribute to peacebuilding and sustainable development;
- inquire into how education contributes to peace and sustainable development both positively and negatively in diverse contexts;
- explore in depth an aspect of education research, policy or practice that relates to peace or sustainable development through application of at least one theoretical perspective introduced in the unit.
Intended Learning Outcomes
By the end of the unit students will demonstrate:
- a secure foundation of knowledge and understanding of ESD, peace education and peace building in education to inform professional practice and further independent inquiry;
- independent sourcing and management of a range of academic, research and non-academic texts on ESD, peace education and peace building in education using digital and web-based tools and search engines;
- the ability to critique the ways in which ‘sustainable development’ and ‘peace-building’ are constructed and deployed within literature, research, policy and practice and by key international organisations;
- engagement in critical and analytical reflection of their own ESD and peace education practices;
- engagement in reasoned debate with other professionals to collaboratively develop critical insights into ESD, peace education or conflict and education; and
- development of a personal voice, in oral presentations and a written assignment, through which they can construct a coherent and convincing argument related to education and peace or sustainable development.
Teaching Information
The unit will be taught through a combination of methods, including seminars, discussion of key readings and videos, small scale collaborative student projects or reading groups. Participants will be encouraged to draw upon, share and reflect on their own professional expertise.
Assessment Information
Formative assessment
group project output in form of poster, blog or presentation
Essay outline pr abstract of no more than 500 words
Summative assessment (ILOs 1-6)
4000 word assignment on a topic of choice that could be:
- analysis of an education for sustainability or peace building initiative or policy agenda
- critical review and discussion of the literature key to the topic
Reading and References
- Bellino, M.J., Paulson, J. & Worden, E.A. (eds) (2017) Special Issue on Education, Conflict, and Transitional Justice, Comparative Education 53(3).
- Lotz-Sisitka, H., Shumba, O. & Lupele (eds) (2015) Schooling for sustainable development in Africa. Cham, Switzerland: Springer.
- Novelli, M., Lopes Cardozo, M.T.A., Smith, A (2015), ATheoretical Framework for Analysing the Contribution of Education to Sustainable Peacebuilding: 4Rs in Conflict‐Affected Contexts. University of Amsterdam.
- Shah, R. & Cardozo, M.L. (2015) 'The politics of education in emergencies and conflict' in McCowan, T. & Unterhalter, E. (ed.s) Education and International Development: An Introduction. London: Bloomsbury. Pp.181-200.
- Vare, P. & Scott, W. (2007) Learning for a Change: Exploring the relationship between education and sustainable development, Journal of Education for Sustainable Development 1(2): 191-198. doi: 10.1177/097340820700100209
- Scholsberg, D. (2007) Defining Environmental Justice: Theories, Movement and Nature. Oxford: Oxford University Press.
- Wals, A.E.J., Leicht, A. & Mochizuki, Y. (eds) (2017) Special issue on Non-formal and community learning for sustainable development, International Review of Education 63(6).
