Ps. Arif is an educator
and school principal in Islamabad, Pakistan and Jahanzeb is peace practitioner
who works on facilitating peace education in conflict affected countries while
living in Canada)
How can we introduce education lessons in
collaboration with Western educators to students of all ages in Pakistan to
become responsible global citizens, to build critical and creative thinking, to
respect diversity, accept otherness, and develop communication, leadership and
conflict resolution skills?
The existing curriculum in Pakistan has dealt with the issue
to some extent and in this regard any broader educational exchange, peace
education and teaching skills and information sharing may further enhance the
efforts. We make the following assumptions:
1. that most academics in the West assume that
conflict-affected countries and societies do not have any local narratives,
stories, traditions or mechanisms.
2. that Western academics would provide training to
teachers with their conceived education lessons to students in conflict
zones.
3. engaging with educators in conflict societies would help
enhance their own and their students’ experiences and improve educational
programming in the West while their broadening horizons and increase their
knowledge level.
Peace skills education and academic dialogue on peace and
conflict education is necessary. We believe that , it can be
seen from existing local curriculum, syllabus and national education strategies
lens. This will avoid duplication of work and direct conflict with the existing
curriculum. Looking at peace education problem in Pakistan and especially in
the conflict affected province of Khyber Pakhtunkhwa and FATA, the primary
focus needs to be on teaching methods and processes. This is important because
we can't expect improvement in the teaching of peace education with teachers
who consciously or unconsciously support violence, entertain biases about
conflicts or engage themselves in any pursuits which are the very denial of
peace.
In case of Pakistan, teachers are mostly the biggest tool
and conduit of inculcating hate, violence and even religious bigotry. In every
undertaking of peace education we need safe classroom with an open, honest and
respectful communication between teacher and students. Such
interventions also need to address another related but equally important issue
of communication among children. Children better communicate with parents,
siblings, cousins and other acquaintances. However, mostly they don’t
communicate with teachers in schools or neighbourhood or village elders in
mosques or Hujra (a common place in villages or towns where men come together
in evenings; discuss village issues and relaxing).
According to Arif, a school principal in Islamabad, we need
the desired cultural setting in the classroom and thus setting is the right
kind of communication. Without communication, a classroom is an empty bottle
without any fluid in it. He further adds that in culturally conducive
communication within the classroom is what students are comfortable with.
Communication actually help them understanding the meaning of text. Students
are more comfortable when there is a cultural touch, a psychological appeal and
an environmental context to help them understand meanings and equip them to
apply the skills learnt. We have quite little research about the desired
communication within classrooms in Pakistan. In this regard, any questions raised
or solutions explored by experts would be more important. For example, what
makes an actual local learning environment? We need to focus on communication,
behaviours, emotions etc.” We need to dig deep to find something more creative
that may make our work new even if we have little success in practical terms.
We should not challenge local social norms but find something that makes sense,
improves learning, which helps in behavioural change in practical terms. This
needs to looked as a process of “worth testing and experimenting” and learning
or “something that may arise academic curiosity and add value to the existing
body of knowledge in education, syllabus and curriculum.
Whatever new intervention may be, we need to explore new
domain of peace education intervention. Such knowledge, behaviour and skills
may be hidden in indigenous history or cultural practices.
Another issue that was raised in the discussion was
classroom activities. Arif think that we need to avoid exposing students to
many ideas and activities at the same time in one setting. For example, if we
want to develop analytical skills among students while developing critical
thinking skills we may use one colour portrait. We
make an assumption that teacher is trained and a desired comfortable
communication exists. We may present a colour portrait on the wall and ask
students stetting in a circle that what do they understand of this portrait? We
may record their replies on the board. Then, we discuss these replies in the
class and try to reach a deeper understanding of "analysis".
In the end, teacher tells the students what are they
perceive or deduct deeper impressions from the portrait. This single activity
may form the lesson content provided. This is skill-fully
connected to the theme and learning outcomes.
Arif is of the opinion that such living, colourful and more
attractive solo activities are better. We need to explore such examples or
activities in local context, in local environment such as diversity in local
flowers, birds etc.
Conclusion:
We believe that such an education plan and lessons needs to
put young children and young people at the centre. Enhancing teaching skills of
teachers with innovative teaching methods based on indigenous cultural,
religious and social norms, traditions and society hopefully can build a
foundation where children and youth become
responsible citizens, build critical and creative thinking, respect diversity,
accept otherness, and develop better communication, leadership and conflict
transformation resolution skills.
We also believe that the established family institution play
a crucial role in a child rearing and development. Therefore parents should
also be included in the process of informal education by sharing pamphlets on
peace skills, communication and support system around child’s development. A
weekly radio or TV shows and internet based technology can also be helpful to
inform and educate parents and families. This will build a holistic, peaceful
community around children. This can re-generate hope and opportunity for
positive and peaceful change by educating the peace-building leaders of
tomorrow.
We also believe that there is a need to explore how the
Western education system has enhanced teaching methods centred students of all
ages and what can be learn from their experience.
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We encourage alternative views.
Ayaan Kahn of Hamilton lights a candle for victims of Paris and Beirut at a vigil at city hall on Thursday. (Samantha Craggs/CBC)
