skip to primary navigation skip to content
 

Intercultural and Conflict-Transformation Dialogue

Intercultural and conflict-transformation dialogue

Strand Leaders: Hilary Cremin and Farah Ahmed (with others including Pam Burnard, Mary Earl, Sara Hennessy, Carol Holiday, Ruth Kershner, Fiona Maine, Colleen McLaughlin, Ros McLellan, Pascual Pérez-Paredes & Rupert Wegerif).

This research strand arises out of the pressing need to research and develop educational policy and practice for an increasingly interconnected yet fractured world. Greater understanding of the transformatory potential of dialogue in educational settings affected by conflict is key. The overall objective of this strand is to achieve social and educational impact for young people, teachers, policy-makers and other educational stakeholders through researching how to support:

  • Schools to improve discipline and the quality of peer relationships through a deeper understanding of restorative and intercultural dialogue;
  • The personal and professional development of teachers and other adults in school who engage in preventing and transforming conflict through dialogue;
  • Student mental health, wellbeing, character and intercultural understanding, especially those at risk of social and educational exclusion.

Projects include:

Developing Restorative Approaches to Conflict Dialogue in Schools: Analyzing teacher-mediated dialogue following peer conflict. (Faculty of Education Research Development Fund: 2017-18. Cremin). A scoping project with a pilot study to develop measures for evaluating the quality of mediation and restorative dialogue in schools in order to improve and develop it.

Preparing UK and Ugandan Educational Professionals to Work with Students in/from Settings Affected by War and Trauma. (Cambridge-Africa ALBORADA Fund: 2016-18. Cremin). A project that brings together teachers working with young people in a Secondary School in Birmingham and in a Secondary School in Kiryandongo District, Uganda to investigate the theme of ‘together and apart’ with their students using photo-voice methodology.

Learning Communities for Peace Evaluation - Spain, Sweden, Greece, Croatia, UK, Belgium, France. (Evens Foundation, Belgium: 2017-18. Cremin, Tsuruhara). A project that brings together teachers working with young people in a Secondary School in Birmingham and in a Secondary School in Kiryandongo District, Uganda to investigate the theme of ‘together and apart’ with their students using photo-voice methodology.