Reframing Education for Peacebuilding

UNESCO has dedicated January 24, 2024, as the International Day of Education to combat hate speech. This decision highlights the crucial role that education and educators play in fighting against hate speech. The harmful phenomenon that has been on the rise, particularly on social media platforms, is causing a significant negative impact on the unity of our societies. The spread of misinformation, hate speech, and propaganda has led to the polarization of communities, eroding the trust and empathy that hold societies together. This, in turn, has fueled the rise of intolerance, discrimination, and violence, which are posing a grave threat to the peaceful coexistence of diverse groups of people. Addressing this phenomenon and promoting responsible behaviour online is essential to strengthening the bonds of unity among individuals and communities. However, there is a need to expand the conversation about education beyond being a buzzword in development discourse. 

As a student pursuing studies in International Education and Development at the University of Sussex, I have encountered a profound realisation that the prevailing discourse often constrains the definition of education to formal Western-style pedagogy, overlooking the rich diversity of educational paradigms and the clash of ideologies that underpin educational systems worldwide. In light of this, a pertinent question arises: can education, within its current framing, genuinely serve as a herald of peace?

The global landscape of education is deeply entrenched in a clash of ideologies embroiled in a perpetual struggle between competing paradigms, from modernisation theories to neoliberalism’s pervasive influence. The imposition of Western-centric models of education as the epitome of knowledge acquisition and societal progress eclipses the rich diversity of educational traditions, indigenous wisdom, and alternative modes of learning that thrive across different cultures and regions. As one practically involved in non-formal education systems in Kaduna, Nigeria, I see loads of knowledge that could benefit society thrown away in a bid to appeal to Western ideologies. This reductionist approach marginalises non-Western educational systems and perpetuates a homogenised and hegemonic view of education, impeding the potential for inclusive and harmonious educational frameworks. The commodification of education under neoliberalism has created an inequitable system driven by market agendas. This neoliberal onslaught has commodified education into a transactional commodity, robbing it of its transformative and emancipatory potential and exacerbating social disparities in access to quality education. In many non-western countries, including Nigeria, it is not uncommon for educational administrators to inadvertently create an education system that caters only to the elite. This can happen due to various reasons, such as limited resources, lack of access to education for marginalised groups, or a focus on academic excellence at the expense of inclusivity. Unfortunately, this means that many students from disadvantaged backgrounds are left behind, unable to access the same opportunities as their more privileged peers. As a result, educators and policymakers must work towards creating a more equitable education system accessible to all, regardless of socio-economic status or other factors.

In this context, it is clear that the current framing of education, dominated by Western-centric ideologies and neoliberal agendas, presents significant obstacles to its ability to promote peace. By perpetuating hegemonic narratives and homogenising diverse educational traditions, mainstream scholarly discourse inadvertently marginalises and alienates non-Western educational systems, thereby hindering the realisation of a genuinely inclusive and peaceful educational landscape.

However, amidst these complexities and challenges, there exists an opportunity for transformative change. Education, when emancipated from the shackles of hegemonic paradigms and neoliberal commodification, possesses the potential to foster peace and inclusivity. By respecting and incorporating diverse educational backgrounds and practices, we can create a more comprehensive and inclusive learning experience that values indigenous wisdom. Education can transcend its current framing by elevating diverse learning modes to become a catalyst for social cohesion, intercultural understanding, and sustainable peace.

To this end, education should be reconceptualized as a dynamic process rooted in cultural diversity, intercultural dialogue, and mutual understanding. This entails an earnest commitment to decolonize educational curricula, amplify marginalised voices, and nurture a pedagogical approach that celebrates pluralism and promotes critical consciousness. Furthermore, an equitable and accessible educational ecosystem, devoid of neoliberal market pressures, must ensure that education becomes a unifying force that transcends social divisions and prejudices, fostering a culture of empathy, tolerance, and respect.

In conclusion, the International Day of Education serves as a poignant reminder of the indispensable role of education and educators in countering hate speech and nurturing peaceful societies. While the clash of ideologies and the neoliberal commodification of education present formidable challenges, the potential for transformative change lies in emancipating education from hegemonic paradigms and embracing inclusive, culturally diverse, and equitable educational frameworks. By doing so, education can transcend its current framing and emerge as a potent force for peace, fostering a world where diversity is celebrated, dialogue is embraced, and knowledge is a universal instrument of harmony.

The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.Martin Luther King Jnr

Namse Udosen

Chevening Scholar

School Of Education and Social Works

University of Sussex

namse.udosen@gmail.com

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International Day of Education: Shifting the Tides

Education reforms in Nigeria are of paramount importance. The country is undergoing a period of rapid change and the need for individuals to be educated is greater than ever before. But in order to make education more accessible, the reforms must be directed towards providing a better quality of education.

Quality education can be defined as education fit for purpose. An education that is functional and productive.

In order to ensure that all Nigerians have access to quality education, there needs to be a significant improvement in infrastructure. This would mean building new schools in places where there are currently none, as well as improving existing schools so that they function more effectively. It also means providing teachers with the materials needed for their classes so that they can teach properly and engage students fully in learning activities.

Furthermore, there needs to be an increase in funding for educational institutions from both the government and private sector so that they can improve their facilities while providing better services at an affordable price point for families across the country.

Lastly, parents must become involved with their children’s education because most Nigerian parents do not have much knowledge about how schools operate or what students need during their time away from home on weekends or holidays. Education reforms must take into account these facts so that parents will understand what they should expect from their children’s schoolwork daily.

Namse Udosen

Kaduna, 2023

Transforming Literacy Learning Spaces

By Namse Peter Udosen

Namse Udosen

UNESCO has declared the theme for this year’s International literacy day. It is interesting to explore the dimensions of the transformation possible within our schools and other places where children learn. Let’s talk for a walk, examining the different existing literacy learning spaces (classroom, family, workplace, communities, online) and their various interconnections to facilitate learning pathways and build resilience.
The home is the first learning space for any child. Children pick up pieces of vocabulary from everyday conversations. They observe the reading habits of parents and those in the household. Their innate curiosity is built from the environment provided at home. The home is the foundation of literacy development. The school builds on the foundation laid from home. The classroom is a remedial space. It builds on a foundation laid with different types of blocks. While individual homes are usually homogeneous in orientation, the classroom is a bed of diversity. The home, classroom and community are a network of learning spaces that need transformation for literacy development in a modern age.

In the past, literacy centres were developed based on theory rather than research. Literacy and language arts learning spaces were often designed without consideration for how students learn best. Teachers created their versions, and many schools built these places from scratch. Today, however, we have access to a wealth of literature that proves effective ways to build learning environments for children. Research shows that visual information processing is highly conducive to learning while auditory processing is not. Students who have access to visuals benefit from this type of learning environment.

Why Transform?

Children with disabilities and low-income families have fewer opportunities to participate in educational programs. Schools are beginning to incorporate inclusive practices that make sure everyone’s voice is heard. The first step in transforming literacy learning spaces is taking inventory of what already exists. What are some of the components of your current space? Do they promote learning? Is there ample access to technology? Are students engaged in meaningful tasks? If not, why not? There may be many reasons; maybe the room is small, maybe the teachers aren’t trained to use the space effectively, or perhaps the school doesn’t have enough money to fund additional programs or equipment. Whatever the case may be, we need to start looking at our existing spaces and begin making changes to improve them. Parents, teachers and community members need to think creatively, engage critically and mobilize to take advantage of the little spaces available. Books, posters, art and other resources should be strategically available to stimulate learning in children.

Who Needs Help?
The second step in transformational change is identifying who needs help. After doing an initial survey of the space, look around and find out where the greatest need is. Maybe the kids who struggle in math don’t have a place to do their homework. Perhaps the kids who love reading are isolated in the library. Maybe the kids who enjoy art are kept in a tiny classroom. By identifying these places of need in your building, you can begin to make changes and implement solutions to address those specific problems.

How Can I Make Changes?
As a teacher, you can make changes by reorganizing your classroom. Make provision for a class library that encourages children to read in their free time. Use posters that show basic sight words, science and other vocabulary development words. Be open to improvisation. Pupils and students can also be part of the process.
Parents should also create reading spaces and encourage the use of digital resources at home. Reading spaces should be free from distractions. It could be outdoors for people living in small houses. It could a converted and flexible space. For example, the parlour could becoming a reading space during certain times of the day.
Community spaces like churches, mosques, town halls etc could also be used as literacy learning spaces.
Now that you understand the basic steps involved in transforming literacy learning spaces, it’s time to figure out exactly who will be doing what. Take stock of how much experience each person in your team has.
What Tools are Needed?
As you think about your plan, you should also be thinking about what tools you might need to pull off the transformation successfully. Depending on the type of space you’re trying to transform, you may digital or physical tools. Digital tools include laptops, apps, phones and software. There is a lot of fear about online security but gladly there are it’s of tools available offline for literacy development. Examples include Jolly Phonics, African Story Teller, Book Dash.
The transformation of physical spaces include making bookshelves available, colourful classrooms, classrooms with murals, wall charts at home or in school.

Schools Districts and Communities need to develop clear policies around literacy and language arts learning spaces. As a parent, you can advocate on behalf of your child by asking questions about what is being done in school. You can also work with teachers and administrators to create a space where all learners feel valued.
We know that learning spaces matter. We know that they should be accessible. But we don’t always understand the best way to design them.

So let’s talk about it!

Walk 4 Literacy