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Principles and practices of peace education
Principles and practices of peace education

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7 The role of the educator

One of the commitments of peace education is for educators to be valued in wider society. The wellbeing and development of children and young people depends on educators feeling supported in creating spaces where they and their students can think through sometimes difficult issues together. In the next activity you will explore how the wider culture of Elizabeth Garrett Anderson School plays a part in helping teachers create such spaces.

Activity 5 Exploring challenging topics

Timing: Allow approximately 10 minutes for this activity

Watch this video, again from Elizabeth Garrett Anderson School, where Head of History, Hamidah Siddiqua, explores the challenging topic of genocide with her students. At the time the genocide of Muslim minority groups in Xinjiang was a concern to many students.

As you watch, consider:

  • In what ways does the school support teachers teaching challenging topics with their students?
  • In what ways can the teaching of such challenging topics be seen as hopeful?
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Head of History Hamidah Siddiqua talks about the ways in which she and other school leaders support staff by encouraging them to discuss topics of concern and become aware of the emotions and questions that they raise. This helps staff and students feel heard and seen, especially those who may have felt their own experiences were not sufficiently listened to in the past.

Siddiqua chose her resources carefully and made the humanity of the Uyghur clear to the students. Hope is evident in the students’ thoughtful responses to the discussion and their concern for the issues raised. As well as this, Headteacher Sarah Beagley reminds the students that they are empowered to work together to do something about such terrible things happening in the world.