Encounters11

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Presentation at Encounters 11 Conference in Haaga-Helia University of Applied Science, Porvoo, Finland (April 2011). Innovative learning and conflict transformation in N. Ireland

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Encounters11

  1. 1. Campus Encounters 2011 Porvoo, Finland Dr Alan Bruce Universal Learning Systems Dublin 14 April 2011
  2. 2. 1. Setting the Scene <ul><li>Impact of change </li></ul><ul><li>Peripheral development in Europe </li></ul><ul><li>Globalization </li></ul><ul><li>Learning and community </li></ul><ul><li>Learning and civil strife </li></ul><ul><li>Conflict transformation and N. Ireland </li></ul><ul><li>Dimensions of innovation </li></ul><ul><li>Competence and creativity in a multicultural Europe </li></ul>
  3. 3. Initial questions <ul><li>Learning in chaos: where are we? </li></ul><ul><li>End of history or start of the unknown? </li></ul><ul><li>Hidden lives, silent voices: secret communities? </li></ul><ul><li>Fractured identities: who are we? </li></ul><ul><li>Values and vision: why do we need sustainable development? </li></ul>
  4. 4. Antonio Gramsci <ul><li>The old world is dying. </li></ul><ul><li>The new world struggles to be born. </li></ul><ul><li>Now is the time of monsters. </li></ul>
  5. 5. 2. Impact of change <ul><li>Patterns of constant transformation </li></ul><ul><li>Permanent migration and mobility </li></ul><ul><li>Flexible structures and modalities </li></ul><ul><li>Outsourcing and end of job norms </li></ul><ul><li>Knowledge economy </li></ul><ul><li>Structural inequalities </li></ul>
  6. 6. Framework of change <ul><li>Globalization </li></ul><ul><li>Stratification </li></ul><ul><li>Labor market upheaval </li></ul><ul><li>Rights and inclusion </li></ul><ul><li>Access, quality and innovation in education </li></ul>
  7. 7. Globalized imperatives <ul><li>Urbanized futures </li></ul><ul><li>Permanent exclusion and inequality </li></ul><ul><li>Invisible otherness </li></ul><ul><li>Trajectories of developmental progress </li></ul><ul><li>Embedded violence </li></ul>
  8. 8. The periphery hits back <ul><li>Spectres at the gates </li></ul><ul><li>Searching for meaning </li></ul><ul><li>Searching for values </li></ul><ul><li>Lampedusa to London: the trek of despair </li></ul><ul><li>Learning systems and critical reflection </li></ul><ul><li>Asserting identity: from gästarbeiter to citizen </li></ul>
  9. 9. Urban nightmares?
  10. 10. 3. Learning innovation and community <ul><li>Commodification of knowledge </li></ul><ul><li>Impact on education systems (Freire, Illich, Field) </li></ul><ul><li>Impact on work (Braverman, Haraszti, Davis) </li></ul><ul><li>Impact on community: alienation and anomie </li></ul>
  11. 11. Innovation and creativity <ul><li>Core of innovation: ability to assess critically and express freely </li></ul><ul><li>Fundamental: ability to ask questions that challenge existing relations </li></ul><ul><li>Innovation: re-examination of existing reality by posing viable alternatives </li></ul>
  12. 12. Learning and inclusive communities <ul><li>Creating shared meaning in uncertain times </li></ul><ul><li>Providing support and inclusion </li></ul><ul><li>Valuing difference as a critical advantage </li></ul><ul><li>Shaping futures not reacting to them </li></ul>
  13. 13. US perspectives <ul><li>Constitutional rights: life, liberty and the pursuit of happiness </li></ul><ul><li>All men are created equal… but </li></ul><ul><li>Final frontiers: integration and assimilation </li></ul><ul><li>Uncertain directions: from Abu Ghraib to Guantanamo </li></ul>
  14. 14. European perspectives <ul><li>Rights of man: liberty, equality, fraternity </li></ul><ul><li>Thematic mythologies: social inclusion </li></ul><ul><li>Hidden pasts: colonialism, fascism, exterminism </li></ul><ul><li>The Union in crisis </li></ul>
  15. 15. Common trajectories <ul><li>Demographic changes: ageing and work </li></ul><ul><li>Women and labor market participation </li></ul><ul><li>Immigration </li></ul><ul><li>Cultural and religious difference </li></ul><ul><li>Urbanization </li></ul><ul><li>Stress and conflict </li></ul>
  16. 16. 4. N. Ireland: roots of conflict
  17. 17. History as nightmare <ul><li>Divided identities </li></ul><ul><li>Cultural difference </li></ul><ul><li>Inequality and injustice </li></ul><ul><li>Ethnic and religious conflict </li></ul><ul><li>Partition of Ireland 1921 </li></ul><ul><li>Constant rebellion: the Civil Rights struggle and 1968 </li></ul><ul><li>Europe’s long war: 1969-1994 </li></ul>
  18. 18. The fractured island
  19. 19. The troubled nation
  20. 20. Attempting solutions <ul><li>Peace process: 1990s </li></ul><ul><li>Belfast Agreement 1998 </li></ul><ul><li>Innovative politics: power sharing </li></ul><ul><li>Policing </li></ul><ul><li>Shared space </li></ul><ul><li>Common language: divided identities </li></ul><ul><li>Divided learning </li></ul><ul><li>Prejudice, discrimination, sectarianism </li></ul>
  21. 21. Constructing shared learning <ul><li>Overcoming mistrust </li></ul><ul><li>Emphasis on those who participated, experienced, suffered </li></ul><ul><li>Origins of Expac </li></ul><ul><li>The Messines project </li></ul><ul><li>Role of EU: Peace and Reconciliation Program </li></ul><ul><li>Role of US: learning exchange and IFI </li></ul>
  22. 22. 5. Conflicts of Interest and RCN <ul><li>Curriculum development </li></ul><ul><li>Workshop based seminars </li></ul><ul><li>DVD footage – multimedia </li></ul><ul><li>Distance learning support </li></ul><ul><li>Case studies </li></ul><ul><li>Personal testimony: guest lecturers </li></ul><ul><li>Conflict transformation training </li></ul><ul><li>Mediation skills </li></ul>
  23. 23. Starting point…..2007
  24. 24. Engaging learners <ul><li>Community uptake </li></ul><ul><li>Republican groups </li></ul><ul><li>Loyalist groups </li></ul><ul><li>Interaction and conflict </li></ul><ul><li>Addressing identity </li></ul><ul><li>Comparative analysis </li></ul><ul><li>Adult education methodology </li></ul>
  25. 25. Modules <ul><li>Origins and nature of conflict </li></ul><ul><li>Case study: Balkans </li></ul><ul><li>Conflicts and human rights </li></ul><ul><li>Case study: Spain </li></ul><ul><li>Sectarianism and discrimination </li></ul><ul><li>Case study: European Union </li></ul><ul><li>Reconciliation and change </li></ul><ul><li>Case study/practicum: South Africa </li></ul>
  26. 26. Methodology <ul><li>Expert external testimony/witness </li></ul><ul><li>Media and film </li></ul><ul><li>Site visits </li></ul><ul><li>Debate </li></ul><ul><li>History and identity </li></ul><ul><li>Shared learning projects </li></ul><ul><li>Academic inputs </li></ul><ul><li>Learning support and application </li></ul>
  27. 27. Apprentice Boys’ Hall: Derry
  28. 28. Learning outcomes <ul><li>Mediation skills </li></ul><ul><li>Approaching the other </li></ul><ul><li>Understanding historic legacies </li></ul><ul><li>Dialogue and acceptance </li></ul><ul><li>Defining trust </li></ul><ul><li>Creating shared learning and action </li></ul><ul><li>Community action and sustainability </li></ul>
  29. 29. Belfast 2009
  30. 30. Teachers, Derry 2010
  31. 31. Learners <ul><li>Community groups </li></ul><ul><li>Teachers </li></ul><ul><li>Ex-combatants </li></ul><ul><li>Local government officials </li></ul><ul><li>Mediators </li></ul><ul><li>Ex-prisoners (political) </li></ul><ul><li>Probation staff </li></ul><ul><li>Adult educators </li></ul>
  32. 32. Rural Community Network <ul><li>Established 1991 </li></ul><ul><li>Supporting rural communities in transition </li></ul><ul><li>Addressing equity and shared engagement </li></ul><ul><li>Programs and initiatives </li></ul><ul><li>Dealing with legacies of violence </li></ul>
  33. 33. RCN key objectives/programs <ul><li>Social justice </li></ul><ul><li>Self-determination </li></ul><ul><li>Working and learning together </li></ul><ul><li>Sustainable communities </li></ul><ul><li>Participation </li></ul><ul><li>Reflective practice </li></ul>
  34. 34. Rural Enabler Program <ul><li>Dealing with sectarianism, racism and division in rural communities </li></ul><ul><li>Established 2010 </li></ul><ul><li>Shared learning initiatives </li></ul><ul><li>Cooperative enterprises </li></ul><ul><li>Addressing exclusion and fear </li></ul><ul><li>Accessing quality learning </li></ul>
  35. 35. Developing linkage: Greece
  36. 36. Developing linkage: school debates
  37. 37. Embedding learning <ul><li>Accreditation: QUB 2011 </li></ul><ul><li>European application: Balkans, UK </li></ul><ul><li>Rights, diversity, community </li></ul><ul><li>Conflict resolution methodologies </li></ul><ul><li>Technology and e-learning </li></ul><ul><li>Dealing with hatred and conflict </li></ul><ul><li>Sustainable, innovative learning </li></ul><ul><li>Future directions </li></ul>
  38. 38. Continuing threat: April 2011
  39. 39. Communities empowered <ul><li>Relevance </li></ul><ul><li>Sustainability </li></ul><ul><li>Cogency </li></ul><ul><li>Academic depth </li></ul><ul><li>User friendliness </li></ul><ul><li>Progression and deepening </li></ul><ul><li>From reconciliation to transformation </li></ul><ul><li>Lessons for Europe </li></ul>
  40. 40. From hope to reality
  41. 41. Kiitos! <ul><li>Dr. Alan Bruce </li></ul><ul><li>ULS Dublin </li></ul><ul><li>[email_address] </li></ul>

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