The Scholarship of Engagement for Politics: - Higher Education ...

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The Scholarship of Engagement for Politics insights into the types of work already being done on the ground and the ways in which internationals can contribute. It highlights the sensitivities of working in a conflict-affected area and helps develop creative thinking around tackling serious subjects. In this way students are able to get a ‘taste’ of what they could be facing when working in conflict before finding themselves in real-life situations. Placed in small teams, participants are given a fictional country brief and an assignment for the simulation: An unsteady peace agreement has been in place for the past three years in Hala. Many atrocities were committed during the war leaving the province divided along ethnic lines. International aid has been pouring into the region, and rebuilding efforts are under way. Although the situation in Hala is slowly improving, there is still a long way to go, and much work is to be done between the different communities before any kind of sustainable peace can develop. You have recently been recruited to work for a youth charity, Kids International. You have arrived in Hala and have a series of meetings with key people to develop ideas around youth activities that will help build bridges between the people of Hala and to ease local tensions. You will need to report back at the end of the day outlining what the key issues are facing young people in Hala and proposing activities that could address this. Each team completes their assignment by travelling to different locations in the ‘conflict region’ to visit ‘local stakeholders’ (for example, the Mayor, a UN representative or an NGO worker) in order to unearth some of the key issues underlying the conflict and the avenues available for the team to contribute to the peacebuilding process. ‘Actors’ (drawn from professionals who have all been in the role, or similar, in real life) play these stakeholders, working from a brief provided for them. They challenge students by examining their perceptions of different cultural norms, 94
Preparing to Work in Conflict: An NGO Perspective testing their knowledge, providing information and guidance and/or deliberately withholding or providing biased information. The simulation demands that participants think through the complexity of the context in which they are working. Their assumptions about conflict are challenged. How they think about conflict, how they analyse and interpret information they receive, and how they interact with and react to individuals from different cultures, viewpoints and life experiences are put to the test. In addition, participants are thrown into an intense teamwork situation, the type of which they do not have many opportunities to experience during university. The role that individuals adopt within the team, the way in which the team plans and organises its work and the manner in which the team responds to situations provide critical learning opportunities for professional life. Through simulation, participants experience how to put their theoretical knowledge into practice. The adaptability of their skills and experience is tested against a range of situations, and a mirror is held up reflecting how conscious and subconscious attitudes influence relationships, approaches and interactions. Assessing skills: the role of observation In many cases, the simulation is used not only to provide an experience for participants but also to assess each participant on the core skills considered essential for anyone working in the fields of conflict prevention, crisis management or peacebuilding. Such is the case with tutors at London Metropolitan University, who use performance in the simulation as a contributing factor in the students’ overall assessment of that particular module. Students are assessed along the same performance scale as field practitioners attending an International Alert course. The outcome of the assessment demonstrates not only their existing level of skill but also how their skills need to develop to be in line for employment. Taking such 95
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The Scholarship of Engagement for P
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C-SAP Monographs Monograph No. 1: B
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Contents Foreword: E-Learning: Enga
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Foreword: E-Learning: Engagement an
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Foreword placements with an enhance
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Preface gave us all more confidence
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Preface educators (along with place
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Contributors John Annette is Dean o
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Contributors rehabilitation program
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Contributors bodies work together w
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Part I: Introduction
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Chapter 3 Rethinking Placement Lear
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After the class The Scholarship of
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3. Career Profile Mark Sheet Clarit
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Chapter 13 Exploring Scrutiny and D
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Part IV: New Directions in the Teac
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