2.1 Introduction to the week
In Unit 1, we began to think about the sorts of challenges that teachers typically encounter inside the classroom in situations of conflict and displacement, drawing on examples from the Thai Myanmar border and from Lebanon. These include an acute lack of resources, overcrowded classrooms and diverse learning needs.
We then thought about how conflict can affect education, and the different ways in which education and educators can be positioned within conflict-affected contexts.
Next, we heard from teachers about the resourceful and creative solutions they had found to some of the challenges, and we shared our own examples of innovations for teaching and learning.
At the end of Unit 1, we used The Conversational Framework to identify the six types of learning that teachers can put in place to build supportive learning environments, and applied these to the way we are using technology in this CoMOOC.
In Unit 2, we begin to think about some theories that may be helpful in guiding our practice as teacher and give us a more detailed understanding of education in settings of conflict and displacement. First, we look at how education in these contexts has been theorised as Victim, Perpetrator, Liberator, Peacebuilder - this is called the VPLP Framework.
Second, we look at the Ecological Systems Theory to help us understand how the wider contexts in which we all live can affect what happens in the learning environment. Consideration of these wider factors is particularly important in situations of mass displacement or conflict or other traumatic situations. This theory can help us make sense of how things going on at many different levels may affect children and young people’s learning and wellbeing. The theory may also provide clues as to how we might respond appropriately to support learners and their families, both within and outside of the school environment.
We then go on to consider some examples of how these theories and ideas might be applied in practice. We will end the week by reflecting on their relevance to the diverse contexts of crisis and displacement in which we are working.
Learning outcomes
In this second unit, we will focus on the following learning outcomes within settings of conflict, crisis and displacement:
- Apply relevant theories to support teaching practice;
- Modify learning spaces to respond to the diverse characteristics of children and young people;
- Engage with children and young people from a diverse range of backgrounds and experiences, helping them to build on their strengths and respond to challenges in their learning;
- Reflect on teaching as a profession that promotes an understanding of inclusive prosperity and life with dignity and hope for a better future;
- Collaborate and share effective educational practices and experiences using digital tools and platforms.
© UCL and the Inclusive Education Foundation (CoMOOCs Team), CC BY 4.0
Over to you
In the forum below, share a short summary of the skills you've practised so far on the course and how they relate to your overall learning goals. They might be directly related to the content or be additional skills, like communication, writing, or learning how to learn.