Lynn Davies

University of Birmingham · School of Education

This article introduces the notion of ‘justice-sensitive education’ – derived from the ideals and practices of transitional justice (TJ) in countries emerging from conflict. It describes three mechanisms for this: structural reforms (relating to inequity and division); curriculum change (the treatment of history, human rights and citizenship) and i...

This article draws on the insights from complexity science to outline potential strategies within education which could interrupt the spread of violent extremism. It first identifies three problems in examining extremism - definitions, causes and targets-before arguing for a focus on systems, not individual learners. Within systems, diversity is ne...

This article analyses how education is positioned in the current concerns about security and extremism. This means firstly examining the different meanings of security (national, human and societal) and who provides security for whom. Initially, a central dilemma is acknowledged: that schooling appears to be simultaneously irrelevant to the huge gl...

INTRODUCTION Much has been written on the ‘two faces’ of education in conflict-that education simultaneously contributes to conflict while offering avenues for greater security and stability (Davies, 2004; Novelli & Lopes Cardozo, 2008). This chapter starts from the ‘two faces’ of religion in conflict, and from this to argue for the necessity for s...

The continuing incidence of extremist acts committed in the name of religion underscores the need to examine the interplay between religion and learning. This article argues for a secular foundation in society and school to protect against religion contributing to conflict and extremism. However, this is not a hard version of secularism, but a dyna...

This book makes the argument that religion can be complicit in conflict and that a new secularism is vital to foster security. Using insights from complexity science, it shows how dynamic secularism can be used to accommodate diverse faiths and beliefs within worldly politics. Explorations of the interplay of education and religion in the context o...

This chapter examines the paradox of the role of women in fundamentalist religions. It looks first at the arguments that religion acts to control women, through concepts of purity and sacred domesticity which denies them rights. It then examines why religion appeals to women, outlining attractions of identity, psychological safety, material safety,...

This collection traces the intricate nexus between gender, religion and education. This has entailed revealing the interactions, interdependencies and complex combinations of influence between three axes. The first obvious point in trying to draw conclusions from the endeavour relates to the difficulty of isolating just these three phenomena, parti...

The immense changes that the world is undergoing in terms of globalization and migration of peoples have had a profound effect on cultures and identities. The question is whether this means shifts in religious identities for women and men in different contexts, whether such shifts are seen as beneficial, negative or insufficient, or whether social...

This article presents the key findings of an evaluation of a mentoring scheme being implemented for individuals deemed vulnerable to violent extremism in the West Midlands region in the United Kingdom. The key findings of this study are, firstly, that mentoring around violent extremism carries distinctive features, and can be distinguished from men...

This paper examines capacity development in education in fragile contexts. This is a current concern for donors and development partners, but there has been little work on the nexus between capacity, education and fragility. The paper examines the concept of fragility and the particular problems in education associated with fragile contexts. The ke...

Lynn Davies gives an overview of current understandings of the relationship between education and conflict examining how education can be a unifying force, or a cause of violent disagreement. She asks whether education can help to transform a situation or culture of conflict by looking at the diverse ways education is positioned in conflict, beginn...

This paper examines the contribution of human rights education (HRE) to conflict prevention and to the promotion of security. It outlines the difficulties in evaluating the long‐term impact of HRE, but then proposes five benefits of a rights‐based approach to education – rights as secular, man‐made, requiring transparency, enabling freedom from deg...

In this chapter I would like to argue that comparative education in an increasingly globalised world has possibly never had such an important function than in this age of different globalisations. This chapter identifies two seemingly contradictory but eventually complementary roles for comparative education: firstly destroying myths and fighting s...

This paper is based on a recently published book, Educating Against Extremism (Davies, Educating Against Extremism, 2008), which explores the potential role of schools in averting the more negative and violent forms of extremism in a country. It examines the nature of extremism; identity formation and radicalisation; religious belief, faith schools...

This paper examines the complex relationships between gender, education, extremism and security. After defining extremism and fundamentalism, it looks first at the relationship of gender to violence generally, before looking specifically at how this plays out in more extremist violence and terrorism. Religious fundamentalism is also shown to have g...

Globally, there are increasing arguments both for the democratisation of education and for the use of education to promote a democratic society. Clearly, these processes are linked. Democratic schools would better prepare for active citizenship and for a strong civil society which are seen to be the foundation of a democratic state. This chapter do...

This paper explores whether the notion of ’global citizenship‚ is too abstract to be valuable in driving curriculum policy and active citizenship for students. The paper looks firstly at three of the key aspects of an active role: a concern for social justice; rights; and culture and cultural conflict. It then examines actual curricula and programm...

A focus on conflict and education is one of the most pressing concerns of the current times, and yet the role of education in the perpetuation, or the mitigation, of international conflict is curiously underplayed and under‐researched. This paper looks firstly at the contributions that education makes to conflict, through the reproduction of inequa...

This paper examines two areas of important evaluation: the impact of education on peace and the impact of education on conflict, and argues that they are not necessarily the same type of evaluation. The paper first outlines the possible ways in which education contributes to greater conflict rather than to peace. It next explores issues in impact a...

18-page pdf article which examined "Through interviews and observations in case study primary and secondary schools in the West Midlands, we therefore explored what was understood by this notion of global citizenship, and under this umbrella, what it was that students and teachers thought should be learned, we found that the most outstanding concer...

This paper examines the role of education in (re)constructing civil society in societies emerging from conflict or violence. After examining the nature of civil society and its importance for democracy and peace, the paper looks at three areas: legal education (including human rights education); information, media and the public space; and citizens...

First-place winner of the Society for Education Studies' 2005 book prize, Education and Conflict is a critical review of education in an international context. Based on the author's extensive research and experience of education in several areas afflicted by conflict, the book explores the relationship between schooling and social conflict and look...

Incl. bibl., abstract The article examines the new roles of comparative education in the global culture. It is suggested that in an increasingly globalized world, comparative education discourses can present a valid and relevant analysis of education reforms and policy change around the world. The article critiques major issues in education and pol...

Incl. bibl. Discusses decentralization as a key concern in educational planning and management in Malawi. Outlines key dimensions to decentralization: work culture, accountability, accurate and well disseminated information, provision of levels of resources, and sustainability. Concludes that two overarching issues have emerged from this study: (1)...

This paper aims to consolidate the major themes which emerge from the contributions to this special issue on democracy and education. It traces links between democracy in education and wider social formations, and charts possible directions for the processes of democratisation. It asks whether such moves are just a 'democratic face' to mask economi...

Special issue. Incl. abstracts, bibl.

Incl. bibl., abstract. This article relates a study of AIDS education in Uganda which used an ethnography of school culture to explore the contradictions in curriculum intervention. The school was found to be a site of an extensive set of gendered practices which constituted a risk in themselves in terms of sexual health. Four forms of control are...

This article explores the role of comparative education in examining how schools and education systems are positioned with regard to ethnic and other tensions. It uses case studies from a range of countries where the author is involved, and develops a typology of three types of articulation of education with the political situation: a) education po...

L'auteur analyse et decrit les differents articles reproduisant une reflexion sur la situation sociale et educative de differents pays industrialises et en developpement et s'attarde plus particulierement sur les principaux themes developpes, tels que neoliberalisme, nationalisme lutte pour l'alphabetisation, la culture, l'integration...

The growth of democratisation reveals tensions associated with the concept and practice of democracy, particularly as applied to education. Such tensions include either suspicions of Western imperialism or—at the other end of the spectrum—the enthusiastic embracing of neo‐liberal market versions. There can be associations both with equity and with...

While research an school effectiveness is growing internationally, its impact on the training of teachers is not clear. Taking Pakistan as a case study, this paper reports an investigation of how far trainees, tutors and practising teachers felt that training matched the researched 'factors' linked to successful schools. Fewer than half the practis...

Whole issue. Incl. bibl. Over the past 250 years or so, expectations of educational systems in terms of guaranteeing national well-being have been high. With the ills of society routinely blamed on schools, whilst successes are claimed by politicians, teachers have been under particular pressure. Indeed, some speak of a crisis. This volume highligh...

This paper explores the recent innovation in Pakistan of the grant of financial and administrative autonomy to selected colleges in Punjab. The origins and rationale behind the privatization scheme are analysed, together with its actual organizational structure. A pilot study of two autonomous colleges, based on participants' reactions, is describe...

This paper represents the outcome of an exploration of ‘student empowerment’ in international contexts. Using material and student experiences firstly from developing countries, it looks at the notions of agency and structuration; distinguishes ‘subversive’ and ‘transformative’ agency'; raises dilemmas in the encouragement of empowerment together w...

Incl. bibl.

This paper argues that there is a renewed emphasis on equal rights globally, and that teacher education is of central importance in the sensitisation—or ignorance—of children and communities with regard to social justice. Equal rights is distinguished from equal opportunities, with a list of international rights and freedoms given. Research into te...

This article explores the cultures of management in schools, focusing particularly on schools operating in contexts of stringency such as the Third World. It uses gender cultures as a specific example of a power base to school processes. It argues that there are major taken‐for‐granted themes which underpin contemporary schooling in most parts of t...

Incl. bibl. and questionnaires

Using the concept of teaching as a labour process, this paper explores the relationship between the work of teaching and the control of education by the state. Ethnographic data from Botswana is used to discuss emergent themes of teachers' certainties and uncertainties; staff divisions and cultures; accommodations and resistances to control; teache...

The comparative under-representation of women in senior levels of administration in schools and colleges is posed as a possibly international problem. Explanations are sought and some evidence suggested in three interlocking areas. Individual sex role learning relates to differences in career mapping, qualifications, unionisation and attitudes towa...

Analysis of the national planning documents of selected Third World countries reveals common key issues in policies on educational inequality. Expansion, national unity, decentralisation, positive discrimination and terminal education are highlighted as recurring themes. A further focus on the dimensions of aid, training, nationalism, regionalism a...

By focussing on gender, this paper seeks to broaden definitions of politics’ and ‘political education’. Early political socialisation does not fully explain later differences in political involvement. A survey of sixth formers revealed some sex differences in projected voting behaviour, with girls being less decided; it also found sex differences i...

The girls’ view of schooling would not seem to differ from the boys’ in many respects. Where girls do have a distinguishable response is in areas relating to institutional control and discipline; and in classroom interaction, where sex‐typing and peer group have an impact. The girls’ comments also highlight the importance of the combination of sex...

After leaving primary school, most girls experience an ever decreasing set of possibilities so that they gradually become channelled into the traditional female occupations of teaching, nursing, catering, office work, retailing or hairdressing. The secondary years of schooling would appear to be crucial in defining a girl's future, since this is wh...

Incl. bibl., index.

Incl. bibl. notes.

Special issue. Incl. bibl., abstracts.

Special issue. Incl. bibl.

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