Transcript Document

Early Childhood (EC) and Peacebuilding in
the Asia-Pacific Region: A Literature Review
to Inform a Future Research Agenda
DR. LYNN ANG
ARNEC Regional Conference
5 December 2014
Manila, Philippines
Dr. Lynn Ang
Lead Investigator
Department of Early Years and Primary Education
University College London (UCL), Institute of Education (IOE)
[email protected]
ACKNOWLEDGEMENTS
• Prof. Sandy Oliver (IOE), Expert Advisor
• Jeff Brunton (IOE), Research Officer
• Dr. Chemba Raghavan, UNICEF
• Jess Aumann, UNICEF
• Junko Miyahara, Silke Friesendorf,
Debbie Fang, ARNEC
• Members of the ARNEC ECD and
Peacebuilding working group
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Capa R. (1991) Children of war, Children of peace, Canada: Bulfinch Press.
Photograph: Yaizu, 1954
THE RESEARCH
Early Childhood and Peace Building:
A Literature Review to Inform a Future Research Agenda
AIMS:
• Undertake a “rapid review” of existing research into the
relationship between early childhood and peacebuilding, with
particular focus on the Asia Pacific region.
• Identify gaps in the research literature.
• Summarise key findings that emerge from the literature.
• Suggest directions for future research.
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METHODOLOGY & METHODS
Participatory
Methodology
 Research informed by
end-users
 Research to inform a wider social
justice and advocacy agenda
 Research to engender socially
relevant research
Methods
 Systematic searching and screening
of published literature
 Data analysis informed by
conceptual framework, policy
context, and review of literature
EPPI-Reviewer 4
 Developed in 2010 by the Evidence
for Policy and Practice Information
and Co-ordinating Centre (EPPICentre), Social Science Research
Unit, Institute of Education,
University College London (UCL).
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KEY FINDINGS
What is Early Childhood
& Peacebuilding?
‘The Child as a Zone of
Peace’ (Kleinfield 2009)
... helping individuals and children
create long-term harmonious
relationships based on mutual
respect and social justice.’
(Johnson and Johnson 2005)
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What is Early Childhood
& Peacebuilding?
I.
A Rights-based approach
II. A Participatory approach
III. A Pedagogical approach
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Why prioritise Early Childhood in
Peacebuilding?
LINKING ECD AND PEACEBUILDING/SOCIAL COHESION
• Linkages with important societal agendas e.g. education, social
cohesion, community building, and social justice.
• Quality ECD interventions can considerably benefit young children
(Walker et al., 2011).
• ECD can build human and social capital for peacebuilding (Britto,
2012).
‘In the aftermath of violent conflict, no society can afford to rebuild its future without the active
participation of its young generation.’
Schnabel & Tabyshalieva (2013 ) Escaping Victimhood
WHAT DOES THIS MEAN FOR THE ASIA PACIFIC
REGION?
A FUTURE RESEARCH AGENDA:
• Ongoing conceptualisation of
early childhood & peacebuilding
• Children’s voices and participation
• Participatory research
• Research and impact evaluation
• Cross-country comparative research
• Enhance rigorous research and practice
TAKING THE RESEARCH AGENDA FORWARD
• ARNEC ECD and Peacebuilding Working
Group
• Building consensus on ECD and
Peacebuilding (webinars and ediscussion)
• Initiatives from around the region
• Documenting good practices at the
country level
• Perspectives paper
Children have a right to a peaceful society.
Universal Declaration of Human Rights, UN Convention
on the Rights of the Child
We cannot hope to keep the peace unless we also build
it.
C. Wilfred Jenks (1970), The United Nations and the
Challenge of Our Time
THANK YOU
Dr. Lynn Ang
[email protected]
Institute of Education (IOE), London
REFERENCES
Britto P. R. (2012), Ecology of Peace: Formative Childhoods and Peacebuilding a Conceptual Framework. Yale University and AÇEV Partnership.
Kleinfield M. (2009) ‘The Political Utility of the Nonpolitical Child in Sri Lanka’s Armed Conflict’ in Annals of the Association of American Geographies 99(5) pp.874-883.
Sagi-Schwartz (2012) ‘Children of War and Peace: A Human Development Perspective’ in Journal of Conflict Resolution 56(5) pp.933-951.
United Nations General Assembly (1997) Resolution Adopted By The General Assembly A/Res/51/101 http://www.un.org/en/ga/search/view_doc.asp?symbol=A/RES/51/101&Lang=E
UNICEF (2011), Disaster Risk Reduction and Early Childhood Development, Accessed 23 October 2013 www.unicef.org/ceecis/DRRECD.pdf UNICEF CEECIS.
Schnabel A. and Tabyshalieva A. (Ed.) (2013) Escaping Victimhood. Children, Youth and Post-Conflict Peacebuilding, New York: UN University Press.
Shanker, S. (2012). Calm, Alert, and Learning: Classroom Strategies for Self-Regulation. Toronto: Pearson Education Canada.
UNICEF (June, 2012). ‘Conflict Sensitivity and Peacebuilding in UNICEF’, Technical Note
UNICEF (2011a). Disaster Risk Reduction and Early Childhood Development, Accessed 23 October 2013 www.unicef.org/ceecis/DRRECD.pdf UNICEF CEECIS.
Vestal A. and Jones N. (2004) ‘Peace Building and Conflict Resolution in Preschool Children’ in Journal Research in Childhood Education Vol.19 No.2
Walker, S. P. et al. (2011). ‘Inequality in early childhood: risk and protective factors for early child development’, The Lancet, vol. 378, issue. 9799, pp. 1325 – 1338
Watson A. (2008) ‘Can there be “Kindred” peace?’ in Ethics and International Affairs, Vol. 22 No. 1 pp.35-42.
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