通往可持续和平之路:将加尔通的积极和平概念作为审查叙利亚战后重建倡议的框架

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH International Journal of Educational Development Pub Date : 2024-11-01 DOI:10.1016/j.ijedudev.2024.103164
Rami Younes
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引用次数: 0

摘要

本研究以 Galtung 的积极和平理论(1969 年)为基础,探讨叙利亚政府战后重建教育部门的举措是否旨在促进积极和平文化。本研究通过对 12 名参与者进行半结构化访谈获得数据,这些参与者包括高级政府官员、一所公立大学的师范教育工作者以及政府控制区内的职前和在职教师培训中心。此外,还通过与文件审查交叉检查新出现的模式,评估了从访谈数据中得出的意义的有效性。研究结果表明,政府目前的重建方法是基于消极的和平概念,旨在使生活恢复到冲突前的 "正常 "状态。
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The road to sustainable peace: Galtung’s concept of positive peace as a framework to examine post-war reconstruction initiatives in Syria
Premised on Galtung’s theory of positive peace (1969), this study examines whether the Syrian government’s post-war initiatives to reconstruct the education sector aim to promote a culture of positive peace. Data is obtained from semi-structured interviews with twelve participants consisting of senior government officials, teacher educators from a public university and the equivalent of pre-service and in-service teacher training centres within a government-held area. The validity of meaning developed from interview data was also assessed through cross-checking emerging patterns with document examination. Research findings reveal that the government’s current approach to reconstruction is based on a negative concept of peace that aims to bring life back to ‘normal’ as it was before the conflict.
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来源期刊
International Journal of Educational Development
International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.20
自引率
12.00%
发文量
106
审稿时长
40 days
期刊介绍: The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.
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