In order to have peace we need to have justice. In order to have justice we need to recognise the dignity and equal rights of ‘all members of the human family’. Simple to say, difficult to implement. However, when dealing with the challenging topic of conflict, be it making sense of a war in Syria in which human suffering is foregrounded daily in the news or conflict in local communities which can spill over into violence and disruption, it is useful to return to the framework of human rights, as a lens through which to deepen understanding or restore harmony.
Global Goal 16: peace, justice and strong institutions, has wide reaching targets to end violence in the world be it war, crime, terrorism or corruption
Global Goal 16: peace, justice and strong institutions, has wide reaching targets to end violence in the world be it war, crime, terrorism or corruption. At its heart is the recognition that we need effective, accountable and inclusive institutions in order to achieve this goal. Yet this rhetoric can seem a million miles away from the day to day running of our own Parliament let alone the seeming inaction from the UN and others, in their inability to secure any kind of ceasefire and peace process in Syria. In fact, the less reported conflict in Yemen, seems to be partially fuelled by the weapons the UK is selling to the Saudi Arabian government.
So how do we acknowledge and critically examine these issues in classrooms?
Conflict: classroom or world
For young people the world can seem difficult to handle both at a personal and a global level, but they should not be sheltered from difficult issues – it is important for them to clarify their emotions and thinking for themselves. While human rights make a useful lens to explore some issues of conflict, it can be challenging to deal with the more emotive and difficult aspects of war and conflict which are reported in the news and the harrowing images used. Sometimes providing a safe space to explore these difficult and complex issues is useful, as is the acknowledgement that as adults and teachers we don’t know the answers and solutions to global issues.
For young people the world can seem difficult to handle both at a personal and a global level, but they should not be sheltered from difficult issues
A simple but effective exercise can be to consider the sources of conflict. These can actually be narrowed down to a few; land disputes, politics, religious and cultural differences and the distribution of resources. The next step can be to place these sources of conflicts into a more familiar setting; the classroom. A simple activity connecting classroom issues to global issues can help them see that local conflicts have the same roots as global ones: conflicts over resources, differences of opinions, sharing a space in the story corner, understanding difference.
Similarly, Restorative Justice and the use of peer mediators offer approaches to promoting harmonious relationships in schools and can lead to the successful resolution of conflict and harm. Find out more on the Education Scotland website.
Remembering the past to make a better future
Many schools mark Remembrance Day on 11 November and it provides a context for reflecting on the ongoing conflicts and wars around the world as well as remembering the past. Poppy Scotland produce a range of teaching materials at all levels which highlight the continuing need for Remembrance and its ongoing relevance today and for future generations.
Knightswood Secondary school in Glasgow use Poppy Scotland as a starting point for a short IDL project in S1 which has seen a shift in focus from WWI/WWII Remembrance and the centennial commemorations towards a more complex and inclusive ‘Conflict and Resolution’ based framework. Now all subjects incorporate a range of conflict contexts, including the crucial Remembrance Day ceremonies, while also critically examining the wider role and impact of war in all areas of society, past and present, highlighting the exploitation and abuse by major world powers in colonial and post-colonial legacies. A useful resource produced by the UK Punjab Heritage Association to support this approach is Empire, Faith and War.
Connecting classroom issues to global issues can help them see that local conflicts have the same roots as global ones
How am I connected to global conflict?
Identifying local connections to conflicts which may be happening on the other side of the world is also important. Conflict minerals in mobile phones are stoking war in the Congo, while oil, used in a myriad of products from plastics to make up, is responsible for much of the ongoing unrest in the Middle East. As consumers of these products we have connections and responsibilities to those who produce the raw materials and manufacture these goods. As consumers we have the power to demand that the supply chains of these goods is improved and raw materials ethically sourced. Companies like Fairphone are already seeking to make these changes. Activities for exploring conflict minerals and mobile phones can be found here.
Exploring controversial issues
Controversial issues such as those raised in this article, where individual groups offer differing explanations about events, what should happen next and how issues should be resolved, or those which raise emotional responses, can be challenging to teach. Global Citizenship provides some useful strategies and approaches which aim to open out and guide discussion and the exploration of such issues. This useful guide explores what controversial issues are and includes classroom strategies, guidance and practical teaching activities.
