DISCUSSION 1 (ANSWER QUESTIONS INDIVIDUALLY)
In this week’s lecture we discuss the complexities around education in conflict-affected areas.
1) Using specific examples from the text and lecture, discuss the challenges in providing education in conflict-affected areas?;
2) Why do researchers argue that education should be included as part of humanitarian aid programs?;
3) What are your thoughts on partnership between private organizations and non-profit organizations to provide education in conflict-affected areas? Think about various tensions and conflict of interests (business vs education). Draw on your learning from previous modules on private interests in public schools to help you answer the question.
BRIEFLY RESPOND TO THE FOLLOWING STUDENTS DISCUSSION BORAD
STUDENT 1
1. A significant challenge in providing education in conflict-affected areas is a lack of proper funds. Whether it be an earthquake, another natural disaster, or war, funds directed to these counties typically do not go to education. Instead, money is used for other things, like food or war efforts. Education Additionally, a conflict in an area often leads to instability. This instability can be found in the government and reflected in the classroom. It can lead to there not being stability in the space (classroom) or with teachers.
2. Education should be included in humanitarian programs because it brings stability and unity to the area. Education allows children to have somewhere to go every day and a place where they can continue to learn. Without education, young people may find themselves filling the time they would have been in school with something else, like serving in the military. This only perpetuates the conflict within the area. The young people would then serve as soldiers in the army which helped to create the conflict in the first place. Education also brings unity to a community. Schools are typically seen as a place that helps bring the community together. The parents of the children who go to the school get involved with activities at the school. It can help to provide a space for families within the area to put aside their differences and come together for the children.
3. I think it is great to offer education in these areas, but I am skeptical of the intentions of private organizations. As we have seen in past modules, these organizations typically have one goal in mind: to make money. I think they are most likely going to use these situations as an opportunity to make money. In other modules, we have seen private organizations get involved. This has led to class segregation among public and charter schools, and it led to some people getting scammed. It is immoral and unethical to use the people who have been thrust into disarray for monetary gain. Unfortunately, given their history, it seems like that is the most probable reason for their involvement.
STUDENT 2
1. Conflict-affected areas, according to the lecture, are locations where violence and/or conflict is extremely high and when these areas face high levels of conflict/violence, it can lead to high levels of poverty and other societal issues. Despite this, it is imperative that children living in these areas receive a quality education, but providing this education comes with many challenges. Burde et al., in their text, Education in Emergencies (2017) found that three factors play a part in the relationship between education and conflict: Access, Learning, and Protection. When conflict-affected areas are met with these barriers, children aren’t able to learn effectively. For instance, Burde et al. (2017) noted that conflict such as war has the ability to limit access to education due to destroyed schools and school systems, and/or injuries and deaths upon teachers and students. When taking learning into consideration, the authors find that what students are taught and how they are taught contributes to conflict through what is considered the hidden curriculum. Children are more prone to following specific values and beliefs when they learn about them in school. Education is often viewed as a form of protection, especially in these conflict-affected areas. While trauma stemming from conflict can negatively impact a child’s education, schools provide a safety net and ultimately mitigate these effects.
2. In areas with high levels of violence, conflict, and/or environmental disasters, the focus is rarely on providing education to children. Researchers find that including education in humanitarian aid programs would continue to develop education for all of those impacted and increase the protection of children, including their right to education (Burde et al., 2017). Specifically, Burde et al. (2017) note that education in these areas can provide a stable and structured routine which would grant a sense of normalcy, provide psychosocial support and develop resiliency among children, and supply other necessities such as nutrition, water, and even temporary shelter.
3. As always, I’m very mixed in my feelings towards this question. While I don’t necessarily think that a partnership between private and non-profit organizations should be implemented when considering education in conflict-affected areas, I do think they can provide certain beneficial resources. From my perspective of the information we’ve learned throughout the semester, privatization of public institutions has done more harm than good, especially on low-income individuals. According to the lecture, there are around 50 million children (primary and lower secondary) in these areas who are out of school and this can potentially lead to further instability. When private sectors try to partner with nonprofits, individuals are often taken advantage of and end up owing thousands of dollars in debt, so in my opinion, adding private organizations into the mix, whose primary goal is to make a profit, can potentially lead to more instability. On the other hand, these private organizations can likely provide the necessary resources that conflict-affected areas actually need through methods such as funding.
DISCUSSION 2 (ANSWER INDIVIDUALLY)
The film “Send in the Clowns” is about the work of non-profit organizations (NGOs) Clowns Without Border in conflict affected areas – Haiti. The film brings to attention several ethical and moral dilemmas involved in working in such areas.
1) Use specific examples from the film, highlight various dilemmas people in the documentary were contemplating? Think about the conversations around what should the organization be doing? Is working to spread laughter a worthy cause or should the organization instead focus on providing food/clothing/shelter? What happens when the organization leaves? What do they leave behind and how does that affect the people? What steps should NGOs take to ensure they address the needs of the people on the ground without causing undue harm?
2) What are your thoughts on non-governmental organizations (NGOs) working in emergency areas. Do you support or not support NGOs working in emergency areas? Support your answer using examples from the film and lecture.
VIDEOS
https://drive.google.com/file/d/1L24ojFfnKdz4fKRxabjioZeVW2x3bgSM/view?usp=sharing
https://drive.google.com/file/d/1R0oilZccgVGy9Tc_-W-E48kshyvOWfr3/view?usp=sharing
https://drive.google.com/file/d/1DnywDMC1qdePJVsYZM316jv0MIovbe39/view?usp=sharing
https://drive.google.com/file/d/11MpCzCu6CmlhZzUpHVDwouVzaW3Ur6Z4/view?usp=sharing
https://drive.google.com/file/d/1gAfyP83ArjY792xcP9JqbYHTHUFl4NtA/view?usp=sharing
https://drive.google.com/file/d/1v9Jx-ZGBXyTpEqMSGn_mA_s_hkgde-y2/view?usp=sharing
https://drive.google.com/file/d/1Khi2-X2dormHTOKiRY4jdny2S2u80d0j/view?usp=sharing
