In the aftermath of conflict, rebuilding societies often hinges on reshaping education to foster peace and reconciliation. Within this complex landscape, the role of educators becomes pivotal. They are not only transmitters of knowledge but also architects of societal transformation (UNESCO, 2021). However, in conflict-affected regions like Bosnia and Herzegovina (BiH), where deep-rooted divisions persist, the task of educators is particularly daunting.

This blog post discusses the transformative potential of non-formal teacher training programmes (NFTPs) in empowering educators to champion peace education within formal school settings. Drawing insights from a case study conducted in BiH, it explores how a local NGO’s training initiative is reshaping pedagogical approaches and fostering intercultural dialogue among educators. At the heart of this discussion lies the dual nature of education elucidated by Bush and Saltarelli (2000). While education can be a catalyst for positive change, it can also perpetuate divisions and prejudices. In post-conflict settings, the need to harness education as a tool for peace becomes imperative. This is where NFTPs step in.

‘While education can be a catalyst for positive change, it can also perpetuate divisions and prejudices. In post-conflict settings, the need to harness education as a tool for peace becomes imperative.’

In BiH, a country characterised by ethno-national politics and segregated schooling systems – recently highlighted in two books on BiH education (Kasumagić-Kafedžić & Clarke-Habibi, 2023; Komatsu, 2024) – the NGO-led training initiative serves as a beacon of hope. By equipping educators with the pedagogical tools and intercultural competencies necessary for peace education, it transcends the limitations of formal schooling structures. Through in-depth individual interviews with 11 participating teachers from diverse subject areas, geographical locations and ethnic backgrounds, the study uncovers the profound impact of this training on their perspectives and practices.

What emerges from these interviews is a portrait of empowered educators driven by a sense of purpose and agency. The NFTP under study is based on Matthew Lipman’s pedagogy of a community of inquiry, which promotes critical, creative and caring thinking (Lipman, 2003). The data reveal that participants recognise the necessity of new values in BiH to foster multicultural coexistence. In pursuit of this goal, they are eager to adopt innovative pedagogical ideas and skills. The study found that religious subject teachers, who are highly respected in Bosnian society, identified shared values across different religions and reaffirmed their vital role in promoting tolerance and mutual understanding. These findings suggest that these teachers serve as catalysts for change within their classrooms. Moreover, the collaborative nature of the NFTP facilitates intercultural dialogue among teachers from diverse ethnic groups that were once adversaries during the war, laying the groundwork for a more inclusive and harmonious society.

Central to the success of NFTPs is their ability to foster a sense of maverick mentality among educators. Participants are motivated by the camaraderie of like-minded educators to introduce peace education within a rigid formal school system. As one participant described, the NFTP serves as a ‘wind at my back’, offering both professional and moral support. Encouraging them to question the status quo and embrace innovative pedagogical approaches, these programs promote a culture of creativity and risk-taking. In a context where entrenched divisions often stifle progress, such qualities are invaluable.

‘Central to the success of non-formal teacher training programmes is their ability to foster a sense of maverick mentality among educators.’

Yet, challenges remain. Resistance to change within formal schooling structures and the persistence of ethno-national politics pose formidable obstacles to the advancement of peace education. Moreover, the sustainability of non-formal teacher training programmes hinges on ongoing support and investment from stakeholders.

In conclusion, the study shows that NFTPs represent a beacon of hope in conflict-affected societies, empowering educators to champion peace education within formal school settings. Through their transformative impact on individual educators and broader societal dynamics, these programmes offer a glimmer of optimism amid the shadows of conflict. As Bosnia and Herzegovina and other conflict-affected regions navigate the path towards peace and reconciliation, the role of educators trained through such programmes cannot be overstated. They are not merely conduits of knowledge but architects of a more just and harmonious future.フォームの始まり

This blog post relates to a symposium presented at the BERA Conference 2024 and WERA Focal Meeting on Tuesday 10 September at 11:15am. Find out more by searching the conference programme here.

References

Bush, K. D., & Saltarelli, D. (2000). The two faces of education in ethnic conflict: Towards a peacebuilding education for children. Unicef Innocenti Insight.

Kasumagić-Kafedžić, L., & Clarke-Habibi, S. (Eds.). (2023). Peace pedagogies in Bosnia and Herzegovina: Theory and practice in formal education. Springer.

Komatsu, T. (2024). Education and social cohesion in a post-conflict and divided nation: The case of Bosnia and Herzegovina. Springer.

Lipman, M. (2003). Thinking in education. Cambridge University Press.

UNESCO. (2021). Reimagining our futures together: A new social contract for education.