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John L. Dart Library
9 a.m. – 7 p.m.
Phone: (843) 722-7550
West Ashley Library
9 a.m. – 7 p.m.
Phone: (843) 766-6635
Folly Beach Library
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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St. Paul's/Hollywood Library
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Otranto Road Library
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EVALUATING THE QUALITY OF STUDENT REFLECTIONS IN PEACE EDUCATION CLASSROOM TAUGHT WITH PEDAGOGY OF DISCOMFORT.
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- Author(s): Muhammad, Yaar; Waqar, Yasira; Safdar, Samina
- Source:
Journal of Social Research Development; Jun2024, Vol. 5 Issue 2, p195-206, 12p- Subject Terms:
- Source:
- Additional Information
- Abstract: This study aimed to explore the depth and/or quality level of the students' responses when they responded critically in their written reflections in a peace education classroom that incorporated a pedagogy of discomfort. In this empirical study, featuring reflections from 43 undergraduate students in Sialkot, Pakistan, the authors seek to understand how reflections-based pedagogical methods that affect critical thinking ability, self-awareness, cultural sensitivity and understanding of society issues. Thus, the study uses qualitative methods to assess students' critical reflections from provocation pedagogy experience. Overall, students showed greater critical thinking and self-reflection as their perception of distinct identity were questioned. Nevertheless, the level of depth and sophistication in reflections differed across students. However, the study points to how a pedagogy of discomfort can arguably result in meaningful responses for engaging with issues such as those related above. In this regard, some discussion is presented upon the barriers & limitations to implementing these approaches. The findings add to an important dialogue around what works in peace education activities globally. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Journal of Social Research Development is the property of Journal of Social Research Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Abstract:
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