Institutional Affiliation
University of Toronto
Start Date
2-11-2023 3:30 PM
End Date
2-11-2023 5:00 PM
Proposal Type
Presentation
Proposal Format
Virtual
Proposal Description
The Proposal’s Title
Secondary Science a Vehicle for Peace and Conflict Resolution Education
Keywords
peace, conflict resolution, secondary science, secular, religious, ethnography, Bangladesh
Abstract
This article is based on an ethnographic study in Bangladesh that analyzed Grade 10 students' perspectives on the learning of science regarding peace and conflict resolution, and the use of science in their everyday lives to negotiate peace and resolve conflicts. The in-class delivery of the secondary science curriculum in Religious and Secular educational streams was documented, including the teachers' pedagogical approaches to teaching science; the students' preferred approaches to learning science; and the students' conception of science in everyday life with reference to the sociocultural factors affecting peace and conflict resolution. Twenty-four Grade 10 science students from the two educational streams were selected using purposive sampling. Data collection tools included classroom observation, in-depth interview, focus group discussion, and field journal. Six science teachers and two head teachers were consulted for contextual information and to corroborate findings from the students. Information was also gathered from science textbooks. Data were analyzed using an inductive approach. The findings indicate that peace and conflict resolution through science education was not taught in those classrooms. There was also a lack of transactional and transformational pedagogical approaches to teaching science. The predominant teaching approach was teacher- and textbook centred, echoing the need to cover the syllabus for impending standardized examinations. For learning science, the students from both streams preferred hands-on activities. Students explained their awareness of conflict in society and were eager to explore the role of the science curriculum in peace, conflict resolution, tolerance, and indirect peace states. This article offers an analysis that may be helpful to local and international peace and science educators, curriculum designers, administrators, teachers, and policymakers interested in developing peace through science pedagogy. In addition, it recommends "school approach" in peace education, including the concept of peace and conflict resolution as an additional emphasis in the science curriculum.
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Secondary Education Commons
Secondary Science a Vehicle for Peace and Conflict Resolution Education
The Proposal’s Title
Secondary Science a Vehicle for Peace and Conflict Resolution Education
Keywords
peace, conflict resolution, secondary science, secular, religious, ethnography, Bangladesh
Abstract
This article is based on an ethnographic study in Bangladesh that analyzed Grade 10 students' perspectives on the learning of science regarding peace and conflict resolution, and the use of science in their everyday lives to negotiate peace and resolve conflicts. The in-class delivery of the secondary science curriculum in Religious and Secular educational streams was documented, including the teachers' pedagogical approaches to teaching science; the students' preferred approaches to learning science; and the students' conception of science in everyday life with reference to the sociocultural factors affecting peace and conflict resolution. Twenty-four Grade 10 science students from the two educational streams were selected using purposive sampling. Data collection tools included classroom observation, in-depth interview, focus group discussion, and field journal. Six science teachers and two head teachers were consulted for contextual information and to corroborate findings from the students. Information was also gathered from science textbooks. Data were analyzed using an inductive approach. The findings indicate that peace and conflict resolution through science education was not taught in those classrooms. There was also a lack of transactional and transformational pedagogical approaches to teaching science. The predominant teaching approach was teacher- and textbook centred, echoing the need to cover the syllabus for impending standardized examinations. For learning science, the students from both streams preferred hands-on activities. Students explained their awareness of conflict in society and were eager to explore the role of the science curriculum in peace, conflict resolution, tolerance, and indirect peace states. This article offers an analysis that may be helpful to local and international peace and science educators, curriculum designers, administrators, teachers, and policymakers interested in developing peace through science pedagogy. In addition, it recommends "school approach" in peace education, including the concept of peace and conflict resolution as an additional emphasis in the science curriculum.
Additional Comments
A Brief Biography of Pamelia Khaled
Pamelia Khaled completed her Ph.D. at the Department of Curriculum, Teaching, and Learning, OISE (Ontario Institute for Studies in Education), University of Toronto. The title of her thesis is A Comparative Inquiry into Religious and Secular Students' Perspectives on Peace and Conflict Resolution Through Science Education in Bangladesh. Her thesis supervisor was Wanja Gitari, and committee members were Kathy Bickmore and Jack Miller. Pamelia's doctoral research was based in Bangladesh. The study analyzed Grade 10 students' perspectives on their learning of science and students' reports of using science in their everyday lives to negotiate peace and resolve conflicts.
In addition, Pamelia Khaled completed Bachelor's and Master's degrees in Sociology from Dhaka University, Bangladesh. She obtained a Distinction Award in M. Phil in Anthropology from Dhaka University. She received full scholarships for Masters in Environmental Studies at York University (2011) and Ph.D. programme at the University of Toronto. Pamelia worked as a Researcher at the OISE, University of Toronto, and as a Teacher Assistant at the Sociology Department, University of Toronto. She has a keen interest in holistic approaches in curriculum and pedagogy for Bangladesh and other multicultural societies, such as those in other Asian countries and Canada.