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      Libyan teachers as transitionalist pragmatists: conceptualising a path out of the peacebuilding narrative in conflict-affected contexts

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          Abstract

          The dominant analytical and programmatic frameworks used when writing about conflict-affected contexts such as Libya in Global Northern academia belong to the interdisciplinary field of peace and conflict studies (PACS). Within this, education is increasingly gaining attention as a tool for building peace and developing social justice. This article is a cautious conceptual exploration of how pragmatism might be a timely intervention in the fields of PACS and peacebuilding education. In particular, the article takes a deeper look at the American philosopher John Dewey’s pragmatist approach to politics and education, and his conceptualisations of a context-specific ‘public’, teachers and enquiry for peaceful and democratic living. Throughout, I argue that a pragmatist philosophy is a worthwhile pedagogical project in a challenging context such as Libya, as it is an internal and ground-up discourse, compared to the often externally initiated and top-down discourses of peacebuilding. I speak as an adjacent and connected critic, because I am both a Libyan and a German researching a problem in my country to which I hope to find possible solutions by engaging with discourses and practices in an academic institution in the Global North.

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          Violence, Peace, and Peace Research

          J. Galtung (1969)
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            The role of beliefs in teacher agency

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              Experience and nature.

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                Author and article information

                Journal
                LRE
                London Review of Education
                Lond. Rev. Educ.
                UCL Press
                1474-8479
                19 April 2023
                : 21
                : 1
                : 15
                Affiliations
                [1 ]IOE, UCL’s Faculty of Education and Society, London, UK
                Author notes
                Author information
                https://orcid.org/0000-0002-3806-8057
                Article
                LRE-21-15
                10.14324/LRE.21.1.15
                49eda75e-4ea8-402d-bef7-b2453b33c687
                2023, Reem Ben Giaber.

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/LRE.21.1.15.

                History
                : 01 July 2022
                : 21 February 2023
                Page count
                Pages: 14
                Categories
                Research article
                Custom metadata
                Ben Giaber, R. (2023) ‘Libyan teachers as transitionalist pragmatists: conceptualising a path out of the peacebuilding narrative in conflict-affected contexts’. London Review of Education, 21 (1), 15. DOI: https://doi.org/10.14324/LRE.21.1.15.

                Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
                education,peace and conflict studies,conflict-affected,aims,pragmatism,teachers,peacebuilding,public,transitionalism

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