Overcoming the Obstacles of Peace Education Through Wellbeing Practices

Yıl 2021, Cilt: 11 Sayı: 2, 80 - 92, 30.12.2021

Gulistan Gursel Bilgin , Elif Bengu

https://doi.org/10.17984/adyuebd.1012782

Cited By: 3

Öz

A growing body of literature reports structural, cultural, social, and political barriers making it challenging and stressful to integrate peace education in teacher education and in-service teacher education programs. To support peace educators in achieving what they stand for, this study proposes integrating wellbeing practices and approaches into the curricula. Drawing from the fields of peace education, educational leadership and policy studies and higher education, this study examines wellbeing as a potentially promising scholarly field to support peace education scholarship. For happiness and life satisfaction, wellbeing links a person's physical, mental, emotional and social health factors not just to internal factors such as optimism, resilience and self-esteem but also external factors such as income, satisfaction at work and social networks. In order to explore the ways wellbeing can contribute to peace education, we first expand on peace education as a controversial and challenging practice especially for practitioners in the field. Next, we discuss wellbeing practices as they relate to educational settings. Finally, we discuss that peace educators can be supported by wellbeing practices to overcome the degrading and demotivating effects of their practices.

Anahtar Kelimeler

Peace education, higher education, wellbeing, teacher training, pedagogy

İyi Olma Hali (Wellbeing) Uygulamalarıyla Barış Eğitimi Önündeki Engellerin Üstesinden Gelmek

Öz

Giderek artan alan literatürü, barış eğitimini öğretmen eğitimi ve hizmet içi öğretmen eğitimi programlarına entegre etmeyi zor olarak tanımlamış ve bunu zorlaştıran hatta engelleyen faktörlerin yapısal, kültürel, sosyal ve politik olduğunu belirtmiştir. Barış eğitimcilerini desteklemeyi hedefleyen bu çalışma, iyi olma hali (wellbeing) uygulamalarını ve yaklaşımlarını müfredata entegre etmeyi önermektedir. Eğitim liderliği ve politika çalışmaları, yüksek öğrenim ve barış eğitimi alanlarından beslenen bu çalışma, yeni sayılacak bir bilimsel alan olan iyi olma hali çalışmalarının barış eğitimi uygulamalarını destekleme potansiyelini incelemiştir. İyi olma hali, bir kişinin mutluluğu ve yaşam doyumu için gerekli fiziksel, zihinsel, duygusal ve sosyal sağlık durumlarını yalnızca iyimserlik, dayanıklılık ve özsaygı gibi içsel faktörlere değil, aynı zamanda gelir düzeyi, iş memnuniyeti ve sosyal etkileşim gibi dış faktörlere de bağlar. İyi olma hali uygulamalarının barış eğitimine nasıl katkıda bulunabileceğini anlamak için, öncelikle barış eğitimini tatbik eden eğitimciler için tartışmalı ve zorlu bir alan olarak algılanan barış eğitimi incelenmiştir. Daha sonra, iyi olma hali uygulamalarının eğitim ortamlarındaki kullanımları tartışılmıştır. Son olarak, barış eğitimini tatbik eden eğitimcilerin iyi olma hali uygulamalarıyla desteklenerek, barış eğitiminin yıpratıcı ve moral bozucu etkilerinin üstesinden gelinebileceği tartışılmıştır.

Anahtar Kelimeler

Barış eğitimi, yüksek öğrenim, öğretmen eğitimi, pedagoji, iyi olma hali

Kaynakça

• Acton, R. & Glasgow, P. (2015). Teacher wellbeing in neoliberal contexts: A review of the literature. Australian Journal of Teacher Education, 40(8), 99-114. http://dx.doi.org/10.14221/ajte.2015v40n8.6.
• Akar, H. (2010). Globalization and its challenges for developing countries: The case of Turkish higher education. Asia Pacific Education Review, 11(3), 447–457.
• Austin, E. J., Saklofske, D. H., & Egan, V. (2005). Personality, well-being and health correlates of trait emotional intelligence. Personality and Individual Differences, 38, 547–558. http://dx.doi.org/10.1016/j.paid.2004.05.009.
• Bajaj, M. (2008). Critical peace education. In M. Bajaj, (Ed.) Encyclopedia of Peace Education. New York: Colombia Teacher’s College.
• Becker, B. D., Gallagher, K. C., & Whitaker, R. C. (2017). Teachers' dispositional mindfulness and the quality of their relationships with children in Head Start classrooms. Journal of school psychology, 65, 40–53. https://doi.org/10.1016/j.jsp.2017.06.004
• Bekerman, Z., & Zembylas, M. (2014). Some reflections on the links between teacher education and peace education: Interrogating the ontology of normative epistemological premises. Teaching and Teacher Education, 41, 52-59. https://doi.org/10.1016/j.tate.2014.03.002
• Bickmore, K. (2011). Education for “peace” in urban Canadian schools: Gender, culture, conflict, and opportunities to learn. In Critical issues in peace and education (pp. 88-103). Routledge.
• Brantmeier, E. J. (2011). Toward mainstreaming critical peace education in US teacher education. Critical pedagogy in the 21st century: A new generation of scholars, 349-375.
• Breen, A. (2016, May 2). Curry study: Reducing teachers’ stress leads to higher-quality classrooms. UVA Today. https://news.virginia.edu/content/curry-study-reducing-teachers-stress-leads-higher-quality-classrooms
• Briner, R. & Dewberry, C. (2007). Staff wellbeing is key to school success: A research study into the links between staff wellbeing and school performance. http://www.worklifesupport.com/sites/default/files/uploadeddocuments/5902BirkbeckWBPerfSummaryFinal.pdf
• Burnley, J. (2003). From awareness to action: social studies and peace education. Education Links, 66, 21-24.
• Bush, M. (2006). Foreword. Teachers College Record, 108, 1721–1722. https://www.tcrecord.org/Content.asp?ContentId=12675
• Çelik, Z. & Gür, B.S. (2014). Yükseköğretim sistemlerinin yönetimi ve üniversite özerkliği: küresel eğilimler ve Türkiye örneği. Yükseköğretim ve Bilim Dergisi, 4(1), 18–27.
• Çetinsaya, G. (2014). Büyüme, kalite, uluslararasılaşma: Türkiye yükseköğretimi için bir yol haritası. Yüksek Öğretim Kurulu. https://yolharitasi.yok.gov.tr/docs/YolHaritasi.pdf
• Chick, N. (2010). Mindfulness in the classroom. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/contemplative-pedagogy
• Chopra, D. (1991). Perfect health. Transworld.
• Chopra, D. & Tanzi, R. E. (2018). The healing self: Supercharge your immune system and stay well for life. Rider.
• Christopher, D., & Taylor, M. (2011). Social justice and critical peace education: Common ideals guiding student teacher transformation. Journal of Peace Education, 8(3), 295–313.
• Cihan-Aydoğdu, C. & Bengü, B. (2021). Holistic me: A pilot study of integrated approach for students’ wellbeing. In Hakan Ergin & Şahabettin Akşab (Eds.), Participation in higher education: Voices and Experiences: 5th International Higher Education Conference (pp. 59-71).
• Cihan-Aydoğdu, C. & Tok, Ö. (2021). Öğrenci gözünden çevrimiçi danışmanlık. 10. Üniversite Psikolojik Danışmanlığı Sempozyumu. Boğaziçi Üniversitesi.
• Clarke-Habibi, S. (2018). Teachers’ perspectives on educating for peace in Bosnia and Herzegovina. Journal of Peace Education, 15(2), 144-168, http://doi.org/10.1080/17400201.2018.1463209
• Cook, S. A. (2014). Reflections of a peace educator: The power and challenges of peace education with pre-service teachers. Curriculum Inquiry, 44(4). https://doi.org/10.1111/curi.12058
• Dabrowski, A. (2021). Teacher wellbeing during a pandemic: Surviving or thriving? Social Education Research, 2(1), 35-40. https://doi.org/10.37256/ser.212021588
• Danesh, H. B. (2007). Education for peace: The pedagogy of civilization. In Z. Beckerman & C. McGlynn (Eds.), Addressing ethnic conflict through peace education: International perspectives. Palgrave Macmillan.
• Darder, A. (2012). In search of peace in a culture of war [Preface]. In P. Carr & B. Profilio (Eds.), Educating for peace in a time of permanent war: Are schools’ part of the solution or problem. Peter Lang.
• Erbas, Y. H. (2019). A qualitative case study of multicultural education in Turkey: definitions of multiculturalism and multicultural education. International Journal of Progressive Education, 15(1), 23–43. https://doi.org/10.29329/ijpe.2019.184.2
• Flinders, D. J. (2005). Adolescents talk about the war in Iraq. Phi Delta Kappa, 87(4). http://doi.org/10.1177/003172170508700413
• Flinders, D. J. (2006). We can and should teach the war in Iraq. Education Digest, 71(5), 8–12.
• Fredrickson, B. (2012). Love 2.0. How our supreme emotions affect everything we think, do, feel, and become. Hudson Street Press.
• Friedman, I. A. (2000). Burnout in teachers: Shattered dreams of impeccable professional performance. Journal of Clinical Psychology, 56, 595–606.
• Frisby, BN, & Martin. MM. (2010). Instructor–student and student–student rapport in the classroom. Communication Education, 59(2), 146-164
• Frisby, BN., Hosek, A.M., & Beck, AC. (2020). The role of classroom relationships as sources of academic resilience and hope. Communication Quarterly, 68(3), 289-305
• Frisby, BN., Slone, AR., & Bengu, E. (2017). Rapport, motivation, participation, and perceptions of learning in U.S. and Turkish student classrooms: a replication and cultural comparison. Communication Education, 66(2), 183-195. http://doi.org/10.1080/03634523.2016.1208259
• Gadermann, A.M., Warren, M.T., Gagné, M., Thomson, K.C., Schonert-Reichl, K.A., Guhn, M., Molyneux, T.M., & Oberle, E. (2021). The impact of the COVID-19 pandemic on teacher well-being in British Columbia. Human Early Learning Partnership. http://earlylearning.ubc.ca/
• Gök, E. (2016). The Turkish higher education system from the kaleidoscope of Martin Trow. TED Eğitim ve Bilim, 41, 147-168.
• Gursel-Bilgin, G. (2016). Dialogue for peace education: the case of an alternative school (Unpublished PhD Dissertation). Indiana University-Bloomington School of Education.
• Gursel-Bilgin, G. (2017). Bells of war in the peace class: A critical look. In F. V. Tochon & K. Harrison (Eds.) Policy for Peace: Language Education Unlimited (Language Education Policy). Language Education Policy Series. Deep University Press.
• Gursel-Bilgin, G. (2020a). Freirean dialogue for peace education: A promising pedagogy for grassroots peace in the Middle East. Mediterranean Journal of Educational Research. 14(34), 84 – 105. http://10.29329/mjer.2020.322.4
• Gursel-Bilgin, G. (2020b). Dialogue in peace education theory and practice. Educational Practice and Theory, 42(1), 27-46. doi:10.7459/ept/42.1.03
• Gursel-Bilgin, G. (2021). Peace education as a controversial issue: A case study of “the peace case.” Citizenship, Teaching & Learning, 16(1), 49-67(19). http://doi.org/10.1386/ctl_00037_1
• Gursel-Bilgin, G., & Flinders, D. (2020). Anatomy of a peace educator: Her work and workplace. Australian Journal of Teacher Education, 45(10). http:// 10.14221/ajte.2020v45n10.3
• Gursel-Bilgin, G., & Flinders, D. J. (2021). Teachers talk about war and peace. Curriculum and Teaching Dialogue, 23 (1&2).
• Gurdogan-Bayir, O., & Bozkurt, M. (2018). War, peace, and peace education: Experiences and perspectives of pre-Service teachers. International Journal of Progressive Education, 14(1), 148–164.
• Hansen, K, & Gardner, L. (2007). Improving occupational stress through emotional intelligence development. Organizations & People, 14(2), 70-75.
• Harris, I., & Morrison, M. L. (2003). Peace education [2nd ed.]. McFarland.
• Hassed, C., & Chambers, R. (2014). Mindful learning: Reduce stress and improve brain performance for effective learning exile. Pty. Ltd.
• Horsley, M., Newell, S., & Stubbs, B. (2005). The prior knowledge of global education of pre-service teacher education students. Citizenship, Social and Economic Education, 6(3), 137-155.
• Hutchinson, F. P. & Herborn, P. J. (2012). Landscapes for peace: a case study of active learning about urban environments and the future. Futures, 44, 24–35.
• Hwang, Y, Bartlett, B., Greben, M., & Hand, K. (2017). A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance. Teaching and Teacher Education, 64, 26-42. http://dx.doi.org/10.1016/j.tate.2017.01.015.
• Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work-related stress across occupations. Journal of Managerial Psychology, 20, 178–187.
• Kabat-Zinn, J. (2011). Some reflections on the origins of MBSR, skillful means, and the trouble with maps. Contemporary Buddhism, 12, 281-306. https://doi.org/10.1080/14639947.2011.564844
• Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229–243.
• Kurt, T. & Gümüş, T. (2015). Dünyada yükseköğretimin finansmanına ilişkin eğilimler ve Türkiye için öneriler. Yükseköğretim ve Bilim Dergisi, 5(1), 14-26.
• La Placa, V., McNaught, A., & Knight, A. (2013). Discourse on wellbeing in research and practice. International Journal of Wellbeing, 3(1), 116-125. https://doi.org/10.5502/ijw.v3i1.7
• Lochman, J. E. (2003). Commentary: School contextual influences on the dissemination of interventions. School Psychology Review, 32, 174.
• Lopes Cardozo, M.T.A & Hoeks, C.C.M.Q. (2015). Losing ground: a critical analysis of teachers’ agency for peacebuilding education in Sri Lanka. Journal of Peace Education, 12(1), 56-73. http://doi.org/10.1080/17400201.2014.940516
• McLean, L. R., Cook, S., & Crowe, T. (2008). Imagining global citizens: Teaching global citizenship education in a teacher education programme. Citizenship Teaching and Learning, 4(1), 50–64.
• Mercer, S., & Gregersen, T. (2020). Teacher wellbeing: Oxford handbooks for language teachers. Oxford University Press.
• Mifsud, M. (2011). The relationship of teachers’ and students’ motivation in ELT in Malta: A mixed methods study. [Doctoral thesis]. http://eprints.nottingham.ac.uk/12983/1/555348.pdf
• Miller, J.P. (2012). Contemplative practices in teacher education: what I have learned L. Groen, E. Coholic, E.J.R. Graham (Eds.), Spirituality in Education and Social Work: An Interdisciplinary Dialogue. Wilfrid Laurier Press.
• Moolenaar, N. M. (2010). Ties with potential: Nature, antecedents, and consequences of social networks in school teams. [Doctoral thesis], University of Amsterdam. http://dare.uva.nl/record/339484.
• Navarro-Castro, L. (2010). Towards a holistic approach to peace education: a Philippine perspective. Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 33(4), S. 13-17.
• Navarro-Castro, L., & Nario-Galace, J. (2008). Peace education: A pathway to a culture of peace. Center for Peace Education. Quezon City.
• Noddings, N. (2012). Peace education: How we come to love and hate war. Cambridge University Press.
• Rath, T. & Harter, J. (2010). Wellbeing: The five essential elements. Brilliance Audio
• Roffrey, S. (2012). Pupil wellbeing – teacher wellbeing: Two sides of the same coin? Educational and Child Psychology, 29(4).
• Schwind J.K., McCay E., Beanlands H., Martin, LS, Martin, J. & Binder, M. (2017). Mindfulness practice as a teaching-learning strategy in higher education: A qualitative exploratory pilot study. Nurse Education Today, 50, 92-96. http://doi.org/10.1016/j.nedt.2016.12.017
• Seligman, M. E. P., Ernstb, R. M., Gillhamc, J., Reivicha, K., & Linkinsd, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293-311. http://dx.doi.org/10.1080/03054980902934563
• Shapiro, S. L., Brown, K. W. & Astin, J. A. (2008). Toward the integration of meditation into higher education: A review of research. Center for Contemplative Mind in Society. http://www.contemplativemind.org/files/MedandHigherEd.pdf
• Sidelinger, RJ, Frisby, BN, & Heisler, J. (2016). Students' out of the classroom communication with instructors and campus services: Exploring social integration and academics. Learning and Individual Differences, 47, 167-171.
• Simsek, H. (2007). Turkey. In J. Forest, & P. Altbach (Eds.), International Handbook of Higher Education (pp. 1003-1018). Springer.
• Smalley, S. L., & Winston, D. (2010). Fully Present: The science, art, and practice of mindfulness. Da Capo Lifelong Books.
• Soini, T., Pyhältö, K., & Pietarinen, J. (2010). Pedagogical well-being: Reflecting learning and well-being in teachers' work. Teachers and Teaching: Theory and Practice, 16(6), 735-751. http://dx.doi.org/10.1080/13540602.2010.517690
• Soutter, A.K., O'Steen, B., & Gilmore, A. (2012). Wellbeing in the New Zealand Curriculum. Journal of Curriculum Studies, 44, 111 - 142.
• Spilt, J. L., Koomen, H. M. Y., Thijs, J. T., & Van der Leij, A. (2011). Supporting teachers’ relationships with disruptive children: The potential of relationship-focused reflection. Human Attachment and Development, 14(3), 305-18. http://doi.org/10.1080/14616734.2012.672286
• Şinik, E. (2018). Genleriniz Kaderiniz Değildir. Libros Kitap.
• Trifonas, P. P., & Wright, B. (2011). Critical issues in peace and education. Routledge: NY.
• Van Veen, K., Sleegers, P., & van de Ven, P.H. (2005). One teacher’s identity, emotions, and commitment to change: A case study into the cognitive-affective processes of a secondary school teacher in the context of reforms. Teaching and Teacher Education, 21, 917–934.
• Vesely, A. K., Saklofskea, D. H., & Nordstokkeb, D. W. (2014). EI training and pre-service teacher wellbeing. Personality and Individual Differences, 65, 81-85. https://doi.org/10.1016/j.paid.2014.01.052
• Wang, H. (2018). Nonviolence as teacher education: A qualitative study in challenges and possibilities. Journal of Peace Education, 15(2), 216–237.
• Westheimer, J. (Ed). (2007). Pledging allegiance: The politics of patriotism in America’s schools. Teachers College Press.
• Zamir, S. (2009). Universal obstacles to peace education. In A. Aharoni (Ed.), Peace, literature, and art [vol. I]. Encyclopedia of life support systems. EOLSS Publishers.
• Zartman, I. W. (2007). Peacemaking in international conflict: Methods and techniques. United States Institute of Peace.
• Zembylas, M., Charalambous, C., Charalambous, P. (2016). Peace Education in a conflict-affected society. Cambridge University Press.
• Zembylas, M., and Bekerman, Z. (2019) Engaging with teachers’ difficult knowledge, seeking moral repair: the entanglement of moral and peace education. Journal of Peace Education, 16(2), 155–174. http://doi.org/10.1080/17400201.2018.1555154
• Zembylas, M., and Loukaidis, L. (2020). Affective practices, difficult histories and peace education: An analysis of teachers’ affective dilemmas in ethnically divided Cyprus. Teaching and Teacher Education, 97, 103225. http://doi.org/10.1016/j.tate.2020.103225